This white paper reviews evidence concerning the capacity of young learners with disabilities to acquire more
than one language during the preschool and school years and the characteristics of dual language programs
and classroom instruction and intervention practices that support their language development, learning, and
well-being in school.
This study focuses on children with special educational needs (SEN) in the Republic of
Ireland (RoI) who are being educated through Irish as a second language in Irish immersion schools.
This study identified primary and post-primary teachers’ self-reported future CPD needs in relation to helping them meet the SEN of their students learning through Irish. The study investigated what motivated teachers to undertake CPD in SEN, the challenges they faced when doing so, and their preferred method of course delivery.
This study investigated the reasons why parents of children with autism spectrum disorder (N=3) and specific speech and language disorder (N=2) chose to send their child to an Irish immersion primary school. This article presents a discussion on the parents’ motivations to send their child to an Irish immersion school.
This study investigated the challenges faced by students with special educational needs (SEN) when acquiring Irish as a second language (L2) in Irish-medium (IM) primary schools.