The Experiences of Children with SEN in Irish-Medium and Similar Language-Immersion Programmes: A Scoping Review of the Literature

Abstract

Recently there has been an increase in the number of children attending Irish-Medium schools across the island of Ireland. Simultaneously, there has been an increase in the number of children reported as having special educational needs across the education system. This review seeks to examine the literature pertaining to the views of stakeholders regarding children with special educational needs in Irish-Medium schools and similar language immersion programmes internationally. The scoping review was carried out in adherence to the process outlined by Arksey and O’Malley (2005). Databases were searched, inclusion and exclusion criteria were applied, and 21 studies were included in the final selection. Themes identified included language competence as a perceived obstacle, inclusion dependent on school supports, professional guidance regarding bilingualism and a view of language as opportunity. The main research method utilised across studies was a mixed methods design, including surveys and semi-structured interviews. The voice of the child in this area has not been explored and more creative research methods may be required to facilitate this. This is a possible area for future research which will be discussed, as well as professional implications and limitations of this review.