Title: An Evaluation of Education Provision for Students with Autism Spectrum Disorder in the Republic of Ireland
1An Evaluation of Education Provision for Students
with Autism Spectrum Disorder in the Republic of
Ireland Preliminary Findings
- Dr. Patricia Daly, Dr. Emer Ring, Principal
Investigators, - Dr. Margaret Egan, Johanna Fitzgerald, Claire
Griffin, Stella Long, - Eucharia McCarthy, Dr. Mary Moloney, Trevor
OBrien, Anne OByrne, Siobhan OSullivan, Marie
Ryan and Professor Eugene Wall - with Ruth Madden, Research Associate.
2Overview of Presentation
- Background and Purpose
- Evaluation Framework
- Data-Collection Instruments
- Data Sources
- Findings Issues for Reflection
- Conclusion
3Background and Purpose
- Request for Tenders September 2013 Overview and
Empirical Evaluation. - Policy Advice.
- Methodology to ensure a coherent, consistent and
objective approach to data gathering and
analysis. - Against a framework of indicators and principles
based on identified good practice.
4MCA / NCSE Evaluation Framework
5Sampling
- NCSE data-bases for school-based provision.
- DES data-bases for July Education Provision and
Home-Tuition. - A range of subgroups identified and stratified
with reference to geographical location gender
socio-economic groupings language and
needs-based. - Purposeful random sampling was conducted with
reference to these strata.
6 Overview of Research Sites
Site A ASD-Specific Early Intervention Classes (2) Band E and B
Site B Mainstream Primary Schools (3) Band H, C and F
Site C Mainstream Post-Primary Schools (3) Band H, E and H
Site D Special Classes Primary Schools (2) Band A and H
Site E Special Classes Post-Primary Schools (2) Band I and G
Site F Special School for Students with Mild General Learning Disability (1) Band D
Site G Special School for Students with Moderate General Learning Disability (1) Band C
Site H Special School for Students with Severe or Profound General Learning Disability (1) Band A
Site I ASD-Specific Special School (3) Band B, A and B
Site J Home-Tuition (3) Band A
Site K July Educational Provision (3) Band B, Band C
7Data-Collection Instruments
- Observation Schedules paired observation of
learning and teaching - Conducted with PI Team member
- Ranked using rating system
- Inter-observer agreement measures
- Semi-structured Interviews
- Principals
- Co-ordinating Teachers
- Special Class Teachers
- Mainstream Teachers
- Special Needs Assistants
- Tutors
- Parents
- Child-Conversations
- - Semi-structured interview and draw-a-picture
8Total Data Sources
Data Source Principal Int. Teacher Int. Special Needs Assistant In. Child Conversation Child Drawing Parent Int. Document Review Obs. of Practice
Total Data Sources 271 20 50 33 25 36 60 22 25
9Specific Measurement and Weighting Criteria for Triangulation of Data Collected Specific Measurement and Weighting Criteria for Triangulation of Data Collected Specific Measurement and Weighting Criteria for Triangulation of Data Collected Specific Measurement and Weighting Criteria for Triangulation of Data Collected Specific Measurement and Weighting Criteria for Triangulation of Data Collected
never/almost never rarely sometimes often always/almost always
0-10 11-20 21-50 51-90 91-100
Confirmed by Findings from 10 of Data Sources including Classroom Observation Confirmed by Findings from 11-20 of Data Sources including Classroom Observation Confirmed by Findings from 21-50 of Data Sources including Classroom Observation Confirmed by Findings from 51-90 of Data Sources including Classroom Observation Confirmed by Findings from 91-100 of Data Sources
Unacceptable Fair Good Very Good Excellent
10Statement 1Teaching and Learning
- Assessment
- Understanding and a recognition of the importance
of assessment of, and for learning in all sites. - Assessment curriculum-focused.
- Positive approach to the management of behaviours
that challenge evident in all sites. - FBA almost always used in early intervention,
primary and special school sites.
11Statement 1Teaching and Learning
- Assessment Issues for Reflection
- Challenges in developing pragmatic processes for
recording the positive assessment practice
observed. - ASD specific assessments.
- Co-occurring special educational needs in the
context of assessment. - Role of student in assessment.
- Parents and assessment.
12Statement 1Teaching and Learning
- Individualised Planning
- Well-developed in early intervention primary and
special schools at an initial stage in
post-primary. - Linked to schools existing individualised
planning where July Education Programme in
school. Variable in Home-Tuition sites. - Parents almost always involved.
13Statement 1Teaching and Learning
- Individualised Planning Issues for Reflection
- Adequate access to external professionals.
- Student-involvement.
- Identifying clear and attainable targets.
- Linking July Education Programme to students
school setting. - Developing parents understanding of the
individualised planning process.
14Statement 1Teaching and Learning
- Transition
- Very good transition protocols to and from the
early intervention classes. - Excellent understanding of signalling transitions
within the school day. - Good understanding of the importance of
supporting transition from primary to
post-primary.
15Statement 1Teaching and Learning
- Transition Issues for Reflection
- Documenting transition protocols in school
documentation. - Scope to include transition planning in students
individualised planning at post-primary level. - Allocating students a more central role in the
transition process. - Transitioning children from school to the July
Education Programme.
16Statement 1Teaching and Learning
- Curriculum
- Child-centred individualised differentiated
and focused on the holistic development of the
child. - Primary School Curriculum Aistear certification
options at post-primary and Guidelines for
Students with General Learning Disabilities. - Focus on students social and life-skills in the
July Education Programme.
17Statement 1Teaching and Learning
- Curriculum Issues for Reflection
- Curriculum Guidelines for early intervention
classes. - Potential of Aistear.
- Guidelines in relation to childrens access to
Irish in Irish-medium schools. - Guidelines in relation to the curriculum foci of
the July Education Programme.
18Statement 1Teaching and Learning
- Teaching Methodologies
- Excellent use of generic and ASD-specific
teaching approaches used in all early
intervention, almost all primary and special
schools. - An individualised approach, which considered
students strengths, interests and preferences
evident. - Almost all school and classroom environments were
well-structured and visual structures used
appropriately.
19Statement 1Teaching and Learning
- Teaching Methodologies Issues for Reflection
- Referencing teaching methodologies and rationale
for selection in school documentation. - Addressing the importance of the continuity of
students experiences in the context of the July
Education Programme.
20Statement 2Inclusive School Culture
- Communication
- Communication between staff in all sites almost
always ranged from good to excellent and a strong
sense of collegiality and collaboration was
evident. - Awareness and understanding of the importance of
communicating with parents was evidenced in all
sites. - The value of the advice and support of external
professionals was affirmed by all sites.
21Statement 2Teaching and Learning
- Communication Issues for Reflection
- Providing accessible information for parents with
regard to the communication structures in place
in the school. - Developing CPD for principals and school staff to
develop structures that can optimise
communication with parents.
22Statement 2Inclusive School Culture
- Student Wellbeing
- Students well-being fostered in an affirmative
and proactive manner in almost all sites. - A safe, secure and positive environment was
almost always evident and interactions were
respectful and affirming. - Positive relationships and positive mental health
promoted.
23Statement 2Teaching and Learning
- Student Wellbeing Issues for Reflection
- Clearly documenting the range of strategies
evidenced in school documentation. - Identifying a staff member as a resource for
students who may be concerned with mental health
issues. - Parent wellbeing
- CPD for all staff in relation to students
wellbeing, parent wellbeing and their own
wellbeing.
24Statement 3 School Management
- Leadership
- Committed leadership - Principal
- Importance of shared vision
- Communication structures
- Staff deployment
25Leadership Issues
- Small schools, rural, remote
- Time-table management and deployment
- Additional tasks for Principal
- SNA roles
26Statement 4 Staff Development
- Understanding Knowledge of ASD
- Excellent levels by direct care staff and some by
whole school staff - Expertise within the school
- Rotation across the school
- SNAs around sensory awareness
- Special schools all staff
27Understanding Knowledge of ASD Issues
- Levels for mainstream teachers in Primary and PP
environments - Levels for Principals in large schools
- Home tutors - variable
284. Continuing Professional Development
- Principals
- Special schools
- Teachers
- Specialist vs Mainstream
- SESS MCA - Patron Bodies - Others
29Contining Professional Development Issues
- SNAs
- Entry qualifications
- CPD pathways
- Parents
- Home Tutors
- Individual AND school-wide approaches
30 ...it gives us a better perspective on the whole
child development...it gives a depth to the soul
of us all
Site B1_PM_P.