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The ability to understand and make use of numbers is a key life skill which all young people must have.
That was the message from Education Minister Caitríona Ruane and Minister of State in the Department of Health and Children, Aine Brady, as they opened the North-South Post-Primary Numeracy Conference in Fermanagh today.
Bringing together practitioners, policymakers and influencers from the North and South of Ireland, the conference is examining how the teaching of crucial mathematical skills can be improved and provides a forum to share best practice and innovation.
Speaking as she addressed delegates at the event, Ms Ruane said:
Tá uimhreacha in achan áit inár saol laethúil, ó shiopaí agus comharthaí bóthair, spóirt agus caitheamh aimsire, go dtí na cáinníochtaí agus na tomhais a úsáidtear sa chócaireacht agus DFÉ. Tá uimhearthacht, i dteannta le litearthacht, mar chuid lárnach sa churaclam, agus tá sé mar eochairfhócas agam caighdeáin a ardú.
Is eol dom, áfach, go bhfágann barraíocht daoine óga scoil gach bliain gan TGManna i mBéarla, nó i nGaeilge, agus i Matamaitic. Ní féidir leanúint de seo agus sin an fáth go bhfuil mo Roinn ag forbairt straitéis athbhreithnithe um litearthacht agus uimhearthacht.
Numbers are all around us in daily life, from shops and road signs, sports and pastimes, to the quantities and measures used in cooking and DIY. Numeracy therefore, along with literacy, forms an integral part of the curriculum and raising standards is a key focus for me.
I am keenly aware, however, that far too many of our young people leave school each year without GCSEs in English, or Irish, and Maths. This cannot continue and that is why my Department is bringing forward a revised literacy and numeracy strategy.
Building on the good work already being done in schools, and the basis laid by the Every School a Good School policy framework, the strategy will help increase standards for all children. Furthermore, it will narrow the achievement gap that exists between children from the most affluent backgrounds and those who are more disadvantaged.
This move towards greater equality will also be reinforced by the removal of state-sponsored testing at age 10 or 11. Now, through the path set out by Transfer 2010, children will start post-primary school in the North without feeling that they have been branded failures and without having been subjected to unnecessary stress.
Minister Aine Brady said:
“The joint study on education co-operation which has recently commenced between the two education departments is an important development.
It makes common sense, in these extremely difficult economic times, to share our experiences and learn from one other and avail of opportunities to work towards harmonising our interventions in the education sector in ways that are mutually beneficial.
Minister Ruane added:
“By identifying and maximising opportunities for North-South co-operation, we will help ensure that our young people have the skills they need to achieve their aspirations in life.”
Notes
The conference, entitled “Promoting Change in Teaching Mathematics for the 21st Century”, runs during 24-25 February at Lough Erne Golf Resort in Enniskillen, Fermanagh.
In recent years three different forms of Alternative Education Provision (AEP) have emerged in Northern Ireland and these were the focus of a major study conducted for the Department of Education (DENI, 2007) by Rosemary Kilpatrick, Claire McCartan and Penny McKeown with Tony Gallagher.
The three forms considered in the study were the Key Stage 4 Flexibility Initiative, Training Organisation/School Partnerships and Community-based Alternative Education Provision. For further details see the full report on the DENI website.
- Community-based Alternative Education Provision: Kilpatrick et al report that the young people in the three community-based AEPs were mostly male (65%), were mostly (55%) in this form of AEP due to negative attitudes towards or disengagement from mainstream education and mostly (56%) lived with one parent. These were mostly small projects, some funded by voluntary sources, others by statutory funding. Problems identified included lack of resources, staff perceptions of the low status of their work and uncertainty over funding. Pupils’ comments were however generally very positive and the research team noted that staff were highly motivated in their work with the young people.
- Training Organisation/School Partnerships: Kilpatrick et al discovered that most of these were primarily vocational in nature, the training organisations often developing from Youth Training Programmes in the 1980s. Pupils who attend are based full-time in the centre but remain on the roll of the mainstream school. Again most were male (64%) but here the main reason for attendance (68%)was a positive one: the desire to avail of the vocational training. Once again funding was identified as often being short-term and frequently insecure, leading to high staff turn-over and dissatisfaction. Many of the staff noted that the goal was reintegration, but into post-16 courses rather than Key Stage 4 mainstream education. Some staff also identified the lack of appropriate Initial Teacher Education for work in this field.
- Key Stage 4 Flexibility Initiative: this was introduced by DE in 2000 and first evaluated by ETI in 2003. It allows a disapplication of certain elements of the statutory curriculum at Key Stage 4 for schools in an attempt to make the school experience more relevant and engaging. The flexibility initiative therefore offers a more vocational and less academic approach, and involves students spending time in Further Education and on work placement as well as some time in their mainstream school. Again most of the pupils were male but this time none of the pupils were referred due to behavioural problems. The family backgrounds of participating pupils was more stable than in either of the other types of AEP considered. The qualifications offered varied considerably between the different examples considered in this study, but most offered some GCSEs (e.g. entry level) and other vocational qualifications. Kilpatrick et al noted that staff involved in this initiative challenged the use of the term “AEP” for this programme, believing instead that it should be reserved for those educated entirely out of school (EOTAS). Staff reported that the programme had very positive benefits for pupils’ levels of disaffection and their attendance. Pupils’ comments were overwhelmingly positive.
In conclusion, although there is considerable variety of provision in AEP in Northern Ireland, and notwithstanding challenges regarding low status, insecure funding and poor interagency collaboration, the DENI report certainly reveals very high levels of engagement with education by those pupils who had struggled to settle with the traditional curriculum in mainstream schools.
The report concludes by noting that there are lessons which mainstream schools can learn from AEP:
“Evidence from the research suggests that students experiencing AEP across the range of providers respond very positively to the teaching style, method and learning environment. A challenge for the education system is the transfer of such understanding, skill and expertise from alternative education into mainstream schooling. The Department of Education should consider ways of inculcating teaching successes in alternative provision within the mainstream sector. ” (DENI, 2007, p.126)
In line with its objective of providing a supportive framework for collaborative research and professional activities in teacher education in Northern Ireland and the Republic of Ireland, the Standing Conference on Teacher Education North and South (SCoTENS) provides ‘SEED FUNDING’ for projects such as research, conferences and exchanges which further this objective.
For more information download the application form.
A North/South Conference on the theme of ‘Competencies approach to teacher education’ incorporating the following:
1. An outline of policy trends in teacher education within EU and OECD countries, especially those incorporating the competencies model.
2. A description and discussion of the approach currently operating in Northern Ireland
3. A description and discussion of the approach currently operating in the Republic of Ireland
4. A description and analysis of the approaches to teacher preparation and development that have operated and those currently in vogue in the USA.
5. A panel discussion, with all speakers present, on major questions relating to the competencies-based approach to teacher education.
View Conference Report
Education Minister, Caitríona Ruane, has opened the Autistic Spectrum Disorder Learning Support Centre and Irish Medium Nursery School in Armagh.
Speaking at the opening in Christian Brothers’ Primary School, the Minister said:
“Improving provision for autism across the North is vitally important to enhance the quality of life for children, young people and adults. My Department will be developing a strategic plan which will identify a clear pathway for the development of autism services. This will build on much of the excellent work to date in the delivery of autism services in the education sector, ensuring we continue to strive to deliver an education system that enables children on the autistic spectrum to reach their full potential. The Centre for Autism, at Middletown, will have a key role in the future delivery of services for children with autism. The vision is that the centre will become a true centre of excellence for children across the whole of Ireland.”
Ag labhairt di ag oscailt na Naíscoile nua, dúirt an tAire Oideachais:
“Ba mhaith liom moladh a thabhairt don naíscoil seo freisin. Aithnítear go forleathan luach an infheistithe i luathbhlianta shaol an pháiste agus léiríonn taighde go mbíonn páistí, a mbíonn eispéireas réamhscoile d’ardchaighdeán acu, níos ullmhaithe don bhunscoil agus go mbíonn siad ag foghlaim níos gaiste.”
Speaking about the opening of the new Irish Medium Nursery School, the Education Minister said:
“I would also like to commend this Irish Medium nursery school. The value of investing in the earliest years of a child’s life is well recognised and research tells us that children who have a high quality pre-school experience are better prepared for primary school and learn more quickly. Tugtar ardtosaíocht do Ghaelscolaíocht i mo Roinn, agus tá lúcháir orm a fheiceáil go bhfuil páistí ag baint taitnimh as a dtimpeallacht foghlama, go háirithe ós rud é gur suíomh Gaeilge é. Irish Medium Education is given a high priority by my Department, and I welcome the opportunity to see at first hand children enjoying their learning environment, particularly when it is an Irish language setting. Tá an Roinn ag obair ar fhorfheidhmiú an Athbhreithnithe ar Ghaelscolaíocht a chur i gcrích. Tríd seo a dhéanamh, cinnteoimid go gcuirfear an Ghaelscolaíocht san áireamh agus polasaithe ábhartha ag gach leibhéal á mbreithniú agus á gcur i bhfeidhm, lena n-áirítear ag leibhéal na réamhscoile. The Department is currently taking forward the implementation of the Review of Irish Medium Education. In doing so we will ensure that Irish Medium Education is mainstreamed in the consideration and application of all relevant policies, at all levels, not least pre-school.”
The text in Irish is immediately repeated in English.
Education Minister, Caitríona Ruane, has approved a further extension to the consultation period on the Review of Special Educational Needs and Inclusion.
The Minister said: “This is one of our most important policy areas as it impacts on some of the most vulnerable children and young people. We have held 14 public information meetings and four consultation sessions directly with children and young people. Through these meetings, parents have asked for more time to consider the proposals. I have listened to them and have decided to extend the consultation period to 31 January 2010.
“We have already received around one thousand responses to the consultation, which demonstrates the level of public interest. It is important that everyone with an interest in special educational needs makes their views known to the Department of Education within the next two months so we can develop a policy that meets the needs of these children in a timely and effective way.”
Anyone wishing to respond to the consultation can do so through the Department of Education’s website at www.deni.gov.uk or by contacting the SEN Review Team on 028 9127 9416 to request a printed copy.
Minister Michelle Gildernew MP MLA and Margaret Conlon TD for Cavan/Monaghan addressed the Joint North-South Conference for Autism Spectrum Disorders (ASD) in Armagh.
Addressing the conference entitled ‘Enabling Communication’, Minister Gildernew, on behalf of Education Minister Caitríona Ruane, said:
“This conference is an excellent example of joint north/south co-operation. I know that both the Department of Education and the Department of Education and Science work closely in continuing to strive to deliver a quality education for all children with autistic spectrum disorders. Another area of co-operation is the Middletown Centre for Autism, which has a pioneering role to play in future services as well as complementing those already being delivered.”
“From an early age, children interact and communicate with the world around them. As parents and family members, we experience joy at our children saying their first words and responding to us. We watch as they develop and start to make sense of the world around them, chatting and playing with friends. Without proper support however life for a child with an autistic spectrum disorder can be very different and one of silence and isolation. It is through early identification and intervention that the risk of long-term underachievement can be reduced. Conferences such as these enable education professionals to share best practice and practical examples, making it possible for them to reach out to the children and young people in their care.”
“Both the Education Minister Caitríona Ruane and her Department are committed to removing the barriers to learning faced by children and young people with Special Educational Needs (SEN). The Department is currently inviting responses to ‘Every School a Good School – Review of Special Educational Needs and Inclusion’, to assist in best determining educational provision for some of our most vulnerable children. I would encourage all those with interest in SEN to respond to the consultation which remains open until the 30 November.”
Further Information
- ‘Enabling Communication’, is the second north/south conference to take place and was held in the Armagh City Hotel.
- Documents relating to the consultation on Special Educational needs can be accessed on the Department of Education’s website www.deni.gov.uk
 At the seventh annual SCoTENS conference on 15 October 2009 titled ‘Reflective Practice: Challenges for Teacher Education’ were (from left to right) Dr Tom Hesketh (Co-Chair, SCoTENS), Director, Regional Training Unit, Belfast, Mr Sean Haughey TD, Minister of State for Lifelong Learning, Professor Andy Pollard, Director of the Teacher & Learning Research Programme at the Institute of Education, University of London and Professor Teresa O’Doherty (Co-Chair, SCoTENS) Dean of Education, Mary Immaculate College, University of Limerick The Irish Minister for State for Lifelong Learning, Mr Sean Haughey TD, opened the seventh annual conference of the Standing Conference on Teacher Education North and South (SCoTENS) in Malahide on 15th October, under the title ‘Reflective Practice: Challenges for Teacher Education’. He said he was particularly impressed by the “wealth and breadth of research papers published by SCoTENS since 2002”. He singled out for mention the three all-island reports on school leadership; teaching history, geography and science, and special educational needs teachers which were due to be launched at the conference, all of which are the result of collaborations between teams of North-South researchers.
Mr Haughey said that “while an awareness of the special skills required for critical thinking, reflection and problem-solving is not new, what is new is the extent to which changes in our economy and society mean that collective and individual success depends on having such skills.” He particularly welcomed the participation in the conference of speakers from Finland, saying that Ireland could learn much from Finland, which has been “hailed as having one of the world’s most successful education systems – as well as having highly qualified and academically educated teachers with Masters degrees, there is a strong emphasis on the development of teachers’ pedagogical thinking, self-evaluation skills, reflective practice, and on research-based teacher education.”
The Education Minister for Northern Ireland, Ms Caitriona Ruane MLA, addressed the conference on the evening of 15th October while launching the 2008 SCoTENS annual report: School Leadership: Policy and Practice, North and South. She said: “SCoTENS is a prime example of the practical working together of teachers for the benefit of children across the whole island. Through the North/South Ministerial Council, I am progressing a number of key policy areas, including the student teacher exchange programme.”
See the speech by Sean Haughey  [110kb] and the press release from Catríona Ruane[36kb].
15-16 October 2009
The Grand Hotel, Malahide
The aim of the conference is to explore the challenges for teacher education in developing teachers as reflective practitioners. It is hoped that the conference will provide many opportunities for participants to reflect on these challenges through engagement with the keynote speakers on Thursday and Friday.
Thursday
 SCoTENS Programme 2009 - Reflective Practice: Challenges for Teacher Education 15-16 October 2009 The Grand Hotel, Malahide Teacher Professionalism and Evidence-Informed Reflective Practice
Professor Andrew Pollard
Director of the Economic and Social Research Council’s Teacher and Learning Research Programme at the Institute of Education, University of London
Dr. Pollard’s research interests include teaching-learning processes and learner perspectives, as well as the development of evidence-based classroom practice. He has interest also in home-school relationships and the effect of national and institutional policies on learning. His research emphasises primary education, and has included the Identity and Learning Programme (ILP), a longitudinal ethnographic study of the interaction of identity, learning, assessment, career and social differentiation in children’s experiences of schooling from age 4 to 16.
Developing Inquiry and Reflection in Teacher Education: Challenges and Solutions
Professor Jean Murray
Professor of Education at the University of East London
Dr. Murray’s research interests focus on teacher education and other professional education areas within universities. She is also involved in related research on work-based learning, induction and professional development and research-capacity building. Her publications have included sociological analyses of the history of teacher education, the professional identities of teacher educators, school teachers and mentors, the work of teacher, medical, nurse and social work educators, and the processes of academic induction and professional development in Higher Education.
Friday
The Finnish Education System is highly regarded internationally and this is largely due to the results of OECD’s PISA (Programme for International Student Assessment) surveys. How do Finnish programmes of teacher education compare with Irish programmes? What can we learn from them? SCoTENS has invited Professor Hytönen from the University of Helsinki, a teacher and a student to share their experiences. See Teacher Education at the University of Helsinki.
A Co-ordinated Overview of Teacher Education in Finland
Integration of Theory and Practice – Professor Juhani Hytönen
Professor of Education, Research Centre for Early Childhood and Elementary Education, University of Helsinki
Mentoring Teacher’s Roles and Student Teacher’s Development – Leena Kaarina Winter
A practising teacher from Finland
Perspective of a Student: How theory and practice rely on each other – Eeva-Kaarina Salmia
A student teacher from Finland.
See the presentations by Professor Andrew Pollard[745kb], Professor Jean Murray[2.2MB], Professor Juhani Hytonen[65kb], Ms Leena Kaarina Winter[230kb], Ms Eeva-Kaarina Salmia[74kb], and Ms Mary Gannon [240kb].
A series of public roadshows on the Review of Special Educational Needs and Inclusion (SEN) will take place this month.
The 11 roadshows, led by the Department of Education, will discuss the policy proposals emerging from the SEN Review and will be held across the north of Ireland.
Speaking at St.Paul’s High School, Bessbrook to launch the public roadshows, Education Minister, Caitríona Ruane said: “These meetings will give parents, voluntary groups, educational professionals and anyone with an interest in SEN, the opportunity to hear the proposals first hand. I want everyone to have a chance to comment on the proposals, put forward ideas and help us strengthen the provision for children and young people with special educational needs.
“We need a system that is more responsive, one which can adapt quickly to remove barriers to learning so that every child has the best chance of reaching their potential.”
In July this year, the Executive gave its agreement to the policy proposals emerging from this review, enabling the 12 week public consultation to begin in August and finish on 31 October 2009.
“Today, over 18% of our children and young people in school have special educational needs and one in four experience greater difficulties in learning than their peers. That is why this public consultation is so vitally important, we must take this opportunity to create a robust and accountable framework and provide as much support as possible for pupils, teachers and parents.
“I look forward to receiving views and comments on the proposals from parents, pupils, professionals and encourage anyone with an interest in the area of SEN to send in your thoughts and ideas.”
Notes to editors:
1. The roadshows will take place from 4.00pm – 6.00pm at the following venues and are open to the public;
- Tuesday 8 September 2009, Glenavon Hotel, Cookstown
- Wednesday 9 September 2009, Marine Court Hotel, Bangor
- Tuesday 15 September 2009, Everglades Hotel, Derry
- Wednesday 16 September 2009, Killyhevlin Hotel, Enniskillen
- Thursday 17 September 2009, Leisureplex, Lisburn
- Tuesday 22 September 2009, Leighinmohr House, Ballymena
- Wednesday 23 September 2009, Strule Arts Centre, Omagh
- Thursday 24 September 2009, Beechlawn Hotel, Belfast
- Monday 28 September 2009 , The Lodge, Coleraine
- Tuesday 29 September 2009, Canal Court Hotel, Newry
- Wednesday 30 September 2009, Armagh City Hotel, Armagh
2. The Department has undertaken a Review of Special Educational Needs and Inclusion to address a range of issues associated with the current special educational needs framework. These included inconsistencies and delays in identification, assessment and provision, growing numbers of statemented children and the bureaucracy attached to the current arrangements.
3. Throughout the policy development phase the review team engaged with a wide range of key stakeholders from the statutory and voluntary sector, parents and children and young people. In addition three advisory groups were established consisting of key stakeholders from all phases and sectors in education and also included a presentation from the health and social care sector. This extensive pre-consultation activity contributed to the draft policy proposals through the provision of many positive suggestions and ideas about the ways the current support framework for children with SEN could be improved.
4. The public consultation process will run until 31 October 2009.
5. Copies of the consultation and response documents, a children’s version and the EQIA document are available at http://www.deni.gov.uk/.
6. On-line responses can be forwarded to: seninclusion@deni.gov.uk
7. Paper responses can also be posted direct to the Review of SEN and Inclusion Team, Room G18, Department of Education, Rathgael House, Balloo Road, Bangor, BT19 7PR.
8. Media queries, contact the Department of Education Press Office on 028 9127 9701. Out of office hours please contact the Duty Press Officer via pager number 07699 715 440 and your call will be returned.
23 June 2009
St Patrick’s College, Drumcondra, Dublin
10.30am – 3.30pm
 Arts Based Educational Research - Seminar 2009 Seminar focus:
- What are the origins, discourses and tensions within the literature of Arts Based Educational Research methodologies?
- How can the practices of Arts Based Educational Research be problemetised?
- In what ways can participation in workshops using a variety of media and art-forms illuminate different pathways and entry points to ABER?
- How can we, as an emerging network, map a way forward for Arts Based Educational Research activities in Ireland, North and South?
To reserve a place on the 23rd June, please complete the registration form  and return to Regina.Murphy@spd.dcu.ie or Colm.Hefferon@spd.dcu.ie
Further information: Dr Ruth Leitch School of Education Queen’s University Belfast; Dr Mary Shine Thompson, St Patrick’s College Dublin City University Email: r.leitch@qub.ac.uk or mary.thompson@spd.dcu.ie
A SCoTENS-funded project : Developing All-Ireland Research Capacity in Arts-based Educational Research (ABER) Queen’s University Belfast in collaboration with St Patrick’s College, Dublin City University.
19-20 June 2009
Queen’s University Belfast
The Annual Conference of the Irish Association for Social, Scientific and Environmental Education (IASSEE) was held on the 19th and 20th June, 2008, in Queen’s University Belfast (QUB). It was the seventh annual conference organized by the association and it built on the success of previous conferences. IASSEE is an all-Ireland association, which focuses on the teaching and learning of history, geography and science at primary level and on the pedagogy underlying that teaching and learning in initial teacher education. The 7th IASSEE annual conference focused on educational research, particularly in the areas of images, perceptions and teaching. Members were updated on the IASSEE all-Ireland longitudinal study on Student Teachers’ Perceptions and Experiences of History, Geography and Science: An All-Ireland Survey which has been generously funded by SCoTENS since 2004.
This year’s conference was attended by thirty delegates. This attendance included members of IASSEE, invited participants, delegates from the NCCA, members of the
Northern Ireland Inspectorate, education and library boards as well as interested educationalists and academics drawn from the three disciplines. The conference was
opened by a welcome from the conference organisers, Karen Kerr (QUB) and Karen Carlisle (QUB). The first keynote address, ‘Educating for what? ‘soft’ versus ‘critical’
approaches to values-based educational initiatives in Ireland’ was delivered by Lesley McEvoy (QUB). Lesley introduced ‘soft’ and ‘critical’ global citizenship education.
This paper examined citizenship education in Northern Ireland in terms of potential tensions and ‘policy approximation’, human rights education, approaches to teaching
controversial issues and teaching ‘political generosity’. Lesley concluded by looking at ‘adjectival educations’ in terms of science, history and geography and discussed
‘going towards a more critical approach’. A lively and interesting debate ensued, chaired by Karen Kerr (QUB).
See the full report.
Education Minister Caitríona Ruane has attended the Learning Partnership Day at Rathore Special School in Newry.
The Minister said:
“The Learning Partnership Day brings together educationalists such as teachers, classroom assistants, therapists and medical staff to inform and to raise awareness of the whole school approach in meeting the needs of pupils with Special Educational Needs (SEN). It is vital that we develop a holistic approach to education that identifies the educational needs of all children, whenever they occur, and supports these needs as early as possible. Collaborative working, with a focus on outcomes for pupils rather than on the needs of institutions or buildings, represents the way forward for education. Schools across the north are now engaged in innovative and creative approaches to collaborative working through the Area Learning Communities. There are 29 such Area Learning Communities, which seek to plan and co-ordinate collaborative provision in a coherent way.”
The Minister continued:
“My aim is to ensure that every child and young person who faces a barrier to learning is given a fair and equal chance. There has been a steady increase in the number of children identified with special educational needs from 14.5% of the school population in 2003 to 18.6% in 2008. That is why my Department commenced a review of Special Educational Needs and Inclusion in April 2006 to address a range of issues associated with the current SEN framework. The Review aims to both strengthen the current provision for our children with SEN and address the growing diversity of need in our schools. The proposals emanating from the review are at present with the Executive awaiting approval to proceed to consultation. I hope that the Executive will urgently approve these proposals for consultation as soon as possible so that everyone involved can contribute to the shaping of the final policy.”
NOTES
Media queries, contact the Department of Education Press Office on 028 9127 9701. Out of office hours please contact the Duty press officer via pager number 07699715440 and your call will be returned.
Northern Ireland Education Minister, Caitríona Ruane, has highlighted the work carried out in schools to support children with autism.
The Minister was speaking on World Autism Awareness Day and said:
“I think it is appropriate, given that this is World Autism Day, to look at the excellent Autism Spectrum Disorder (ASD) support being provided by dedicated professionals every day in our schools. All teachers and schools want to provide good quality educational experience for the 3,700 ASD children identified through the Education and Library Boards. The work of the autism support service has been instrumental in building the capacity to develop whole-school autism awareness and teaching approaches to effectively engage children in education. We are also making good progress at the Middletown Centre for Autism which has delivered invaluable training for around 700 professionals from throughout Ireland. When this all-Ireland centre is fully operational it will provide services directly to children and their families.”
Education and Training Inspectors have found evidence of excellent work carried out by the autism support service in the North of Ireland.
The service provides advice and guidance to 4,000-6,000 school staff and supports almost 300 schools each year through autism advisory teams in each Education and Library Board.
The inspectors found that staff in the advisory teams, consisting of over 40 ASD specialists including senior educational psychologists, speech and language therapists and autism intervention officers, are ‘highly qualified and skilled’, ‘have an in-depth knowledge of autism’ and that their work is highly valued by teachers and parents.
The Middletown Centre has been engaged in an intensive specialist training programme for educationalists bringing together international practitioners to share and promote best practice.
Since the Centre began to provide training services in December 2007, 700 professionals from throughout Ireland have benefitted from training programmes developed by the Centre. This included the first delivery in Ireland of an assessment training package for children and young people aged 14 years and upward transitioning to vocational opportunities.
RESEARCH
- The Centre’s Research and Information Division is actively involved in the dissemination of international best practice through its quarterly research bulletin.
- It has also commenced its own research programme based on priorities identified by its stakeholders and has completed research work, which will shortly be published on diet and autism.
- A research programme focusing on diet, sensory issues, challenging behaviour and mental health and autism has been identified through the Centre’s public consultation process and will be the focus of the Centre’s ongoing research work.
NOTES:
- The support service was established with earmarked funding from the Department of Education following the 2002 Task Group Report on Autism and since then has developed into a comprehensive service.
- An additional £ 8.7million has been provided for ASD services over the past seven years by the Department of Education, including almost £4million (£600K in 2009/10) for the Inter-Board Autistic Spectrum Disorder Advisory Service to promote commonality and consistency, develop training for education and library board staff and schools, play a key role in the design implementation, monitoring and evaluation of intervention programmes, advise DE on key issues and link with outreach and training services in Middletown.
- The Middletown Centre for Autism is a north/south educational initiative jointly funded by the Department of Education and the Department of Education and Science.
- Media enquiries to the Department of Education Press Office Tel: 028 9127 9207. Out of office hours please contact the Duty Press Officer via pager number 07699 715 440 and your call will be returned.
Aims and Objectives
- Establish and develop links between the Centre for Human Rights and Citizenship Education, St Patrick’s College and the Global Dimension in Education Project in St Mary’s College
- Share practive in relation to ‘whole college’ approaches to the integration of a global justice dimension into initial teacher education
- Document current and potential pathways and opportunities for undergraduate and/or post graduate teachers to develop competencies in teaching for democratic citizenship in both colleges.
- Identify research needs in relation to the work of both centres and develop an appropriate plan in relation to initial teacher education and the global justice dimension in both colleges.
Contacts
Mr Brian Ruane, St Patrick’s College, Drumcondra
Dr Gerard McCann, St Mary’s University College
[SCoTENS Seed Funding 2008-2009 £1,700]
To investigate/examine the perceptions, knowledge, attitudes and experiences of primary school teachers in their teaching of healthy eating.
Objectives:
- To complete a comparative study of nutrition education with the primary level curricula in NI and R/I with regard to progression of key concepts from school entry age to completion of primary education stage.
- To establish how teachers translate the syllabus into practice in their classrooms
- To document teachers experiences of teaching healthy eating and nutrition within their respective SPHE syllabi
- To determine levels of satisfaction with course content, teaching resources available, access to relevant information.
- To identify barriers to effective teaching of the syllabus material and quantify issues of concern which are common to teachers within both jurisdictions.
- To examine experiences in relation to implementation of related nutrition intervention programmes incorporated into the curriculum
- To determine the supports required by teachers for enhanced teaching and learning of Healthy Eating Guidelines
Contacts
Ms Elaine Mooney, St Angela’s College of Education
Ms Eileen Kelly-Blakeney, St Angela’s College of Education
Ms Amanda McCloat, St Angela’s College of Education
Ms Dorothy Black, University of Ulster
[SCoTENS Seed Funding 2008-2009 £3,250]
Objectives:
- Focused research into post primary needs North and South
- Identification of common needs North and South
- Identification and response to common challenges North and South
- Addressing whole school and classroom challenges at post primary level North and South
- Promotion of the inclusive post primary schoolo/classroom
- Enhanced provision for post primary sector
- Sharing best practice
Dissemination of best practice at a conference for 120 delegates to be held in the Grand Hotel Malahide on Friday 3rd April 2009
Contacts
Ms Mary Yarr, North East Educationh & Library Board
Ms Barbara Simpson, Trinity College Dublin
[SCoTENS Seed Funding 2008-2009 £3,000]
To organise and run a conference for 40/50 delegates drawn from language teacher educators, primary and post-primary north and south to be held in Queen’s University Belfast.
Contacts
Dr Eugene McKendry, Queen’s University Belfast
Mr Patrick Farren, NUI Galway
[SCoTENS Seed Funding 2008-2009 £2,250]
To carry out a comparative study of the provision for EAL in pre-service and continuing professional development courses in Ireland north and south by holding 4 meetings of the project team between St Mary’s Belfast and Coláiste Mhuire, Marino.
The significant actions associated with the Project include:
- A literature review of the field
- A comparison of the education contexts in each jurisdiction
- A review of the official policy context
- An identification of the opportunities available for profession development for teachers in schools
- A determination as to how EAL is structured into courses at the ITE phase in these two colleges
- A survey of attitudes to EAL and views on personal competence among BEd students in the final year of their ITE programme in both institutions
- A seminar to disseminate findings of the Project.
Contacts
Mr Frank Quinn, St Mary’s University College, Belfast
Mr Martin Hagan, St Mary’s University College, Belfast
Dr Anne Ryan, Marino Institute of Education
Barbara O’Toole, Marino Institute of Education (barbara.otoole@mie.ie)
Seán Bracken, Marino Institute of Education (sean.bracken@mie.ie)
[SCoTENS Seed Funding 2008-2009 £2,500]
Objectives:
- To ascertain how competent BEd primary students in their respective institutions perceive themselves to be in identifying the characteristics of ASD through the teaching element of the BEd course
- To establish how well prepared BEd primary students feel they are in addressing the needs of pupils with ASD through the teaching element of the BEd course.
- To ascertain how much BEd primary student competence in the field of ASD is enhanced as a result of their time spent on school experience.
- To investigate how BEd primary students could be helped to develop their teaching in the area of ASD whils on school experience
- To examine data gathered from the BEd primary students so as to establish whether there are observable differences between students in the two jurisdictions in order to make comparison.
Contacts
Mrs Mary Greenwood, St Mary’s University College, Belfast
Dr Patricia Daly, Mary Immaculate College
Ms Anne O’ Byrne, Mary Immaculate College
[SCoTENS Seed Funding 2008-2009 £1,679]
Objectives:
- To consult with primary and post-primary pupils on their level of participation in the assessment and remediation of their specific reading difficulties
- To share ideas and findings between the two partners of the project via e-mail and face-to-face meetings
- To work with Northern Irish and Southern Irish research partners to understand what constitutes good practice in collecting and analysing research data
- To provide opportunities for young people in Dublin and Belfast to exchange information about their learning experiences
To empower the young people involved in this project in becoming more fully involved in designing, implementing and evaluating their education plans.
Ms Louise Long, St Mary’s University College, Belfast
Dr Michael Shevlin, Trinity College Dublin
[SCoTENS Seed Funding 2008-2009 £2,400]
The Project Aim is to ascertain and compare the mathematical identities of primary school student teachers.
Project Objectives:
- To briefly compare the mathematics curricula (4-17) north and south and provide a comparison of mathematics in initial teacher education
- To determine the mathematical identity of selected student teachers using a range of tools including the use of narrative.
- To explore how narrative might inform good practice in mathematics education.
Contacts
Dr Patricia Eaton, Stranmillis University College
Dr Maurice O’Reilly, St Patrick’s College, Drumcondra
[SCoTENS Seed Funding 2008-2009 £2,500]
 Becoming a Teacher
- To provide an opportunity for the dissemination of findings from the current longitudinal research project: Student Teachers’ Perceptions and Experiences of History, Geography and Science: An All-Ireland Survey
- To provide a forum for discussion of findings with policy makers and curriculum developers
- To provide a workshop involving senior researchers in which IASSEE members can consider ways to extend the level of analysis for phase 3 data
- To strengthen North/South links in pre-service teacher education and to support the development of this and other projects and research in an all-Ireland context.
Contacts
Ms Colette Murphy, Queen’s University Belfast
Ms Susan Pike, St Patrick’s College, Drumcondra
[SCoTENS Seed Funding 2008-2009 £1,260]
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Concept & Purpose
- To investigate and apply a novel approach to measuring the value of educational technologies in schools
- To contribute to the developing international understanding of this issue
The dimensions of the study are to investigate:
- The value of technologies in learning and teaching
- The complexities of measuring this value
- The role of intangibles in value measurements
The inter-relationships between teaching and learning with technologies, school infra-structure and financial models.
Contacts
Dr Conor Galvin, University College Dublin
Professor John Gardner, Queen’s University Belfast
[SCoTENS Seed Funding 2008-2009 €6,100]
This project will:
- Identify a sample of comparative programmes for the professional education of teachers in the post-compulsory, learning and skills [including adult education] fields.
- Liaise with providers to investigate teacher education models of work-based reflective practice in the North and South of Ireland
- Consider the implication of post-compulsory teacher education and emerging national and professional standards
- Design a website to support the project by hosting an online community forum for key discussion areas, survey instruments/e-questionnaires and project information for participating providers.
The researchers aim to host an online conference to disseminate key findings and establish a community of practice for future collaboration.
Contacts
Professor Gerry McAleavy, University of Ulster
Mrs Celia O’Hagan, University of Ulster
Mr Walter Bleakley, University of Ulster
Ms Sylvia Alexander, University of Ulster
Mr Harry McCarry, Belfast Metropolitan College
Dr Ted Fleming, NUI Maynooth
Dr Robbie Burns, DIT
[SCoTENS Seed Funding 2008-2009 £3,000]
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