Inclusivity through exclusivity: An evaluation of the provision of a special education needs (SEN) placement within second level art & design teacher education in the Republic of Ireland |
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| Institution: | 1. Facultad de Educación, Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, Santiago, RM 7820436, Chile;2. Facultad de Letras, Pontificia Universidad Católica de Chile, Av. Vicuña Mackenna 4860, Macul, Santiago, RM 7820436, Chile;1. Capital Normal University, No. 105, North Xisanhuan Rd., Haidian District, Beijing, 100048, PR China;2. School of Foreign Languages, Qingdao University of Science and Technology, Qingdao, 266061, PR China;3. Taiwan Normal University, 162, Section 1, He-Ping East Road, Taipei, 10610, Taiwan;1. Division of Gynecology, Department of Surgery, Boston Children''s Hospital, Boston, Massachusetts;2. Department of Plastic Surgery, Boston Children''s Hospital, Boston, Massachusetts |
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| Abstract: | It is a feature of Irish second-level teaching that teachers will encounter pupils with special educational needs (SENs). To prepare them, the National College of Art and Design (NCAD) has designated SEN placements as part of the ITE programme, whereby students are immersed in SEN settings. These placements have been acknowledged as good practice by Merriman & Rickard, on behalf of the National Parents and Siblings Alliance (2013). Over the ten-year duration of this specific SEN placement, this immersion has led to positive outcomes for both the student teachers and the centres in which they have been placed. |
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| Keywords: | Teacher education Art and design SEN Placement |
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