Principals’ attitudes towards the suitability of Irish language immersion education for children with dyslexia

Authors

  • Rachael Patton Gaeilscoil Ros Eo
  • Elizabeth Mathews Dublin City University

DOI:

https://doi.org/10.35903/teanga.v27i.208

Keywords:

immersion education, dyslexia, inclusion, special education, Irish language

Abstract

This study explores principals’ attitudes towards the suitability of language immersion education (LIE) enrolment for children with dyslexia in Ireland. It also aims to examine the challenges faced by those in LIE settings working to include children with special educational needs (SEN), specifically dyslexia, in their schools. Participants include primary school principals working in Irish LIE settings across Ireland. The study follows a mixed methods approach including a focus group interview and a self-completion online questionnaire. Results indicate that principals believe that LIE enrolment is suitable for children with dyslexia and that these children can benefit from being placed in such a learning environment. However, the Irish immersion system faces considerable challenges in its aims to support children with dyslexia, namely the lack of an appropriate assessment system, the lack of sufficient research and training and negative attitudes held towards the Irish language.

Author Biographies

Rachael Patton, Gaeilscoil Ros Eo

 

 

Elizabeth Mathews, Dublin City University

 

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Published

2020-11-27

How to Cite

Patton, R., & Mathews, E. (2020). Principals’ attitudes towards the suitability of Irish language immersion education for children with dyslexia. TEANGA, the Journal of the Irish Association for Applied Linguistics, 27, 22–43. https://doi.org/10.35903/teanga.v27i.208

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Section

Articles