Joanne Banks

One of the gang? Peer relations among students with special educational needs in Irish mainstream primary schools

Abstract Internationally and in Ireland, the adoption of inclusive education frameworks have been broadly welcomed, particularly by parents of children with special educational needs (SEN). Mainstreaming these children is generally viewed as positive primarily because of the social factors associated with attending mainstream schools for children with SEN. Despite this commonly held view, there is increasing evidence to show that children with SEN have difficulties participating in mainstream environments. Using data from the Growing Up in Ireland study of 8,578 nine year olds, this paper examines whether peer relations differ among typically developing students and students with different types of SEN. We focus on the quantity and quality of peer relations using data on the child’s number of friends and, using the Strengths and Difficulties Questionnaire, the quality of relations with their peers. These measures are examined by controlling for a range of individual, home and school-level factors simultaneously in a regression model. Our findings show that, all else being equal, students with SEN, particularly those with emotional and behavioural difficulties (EBD), are more likely to have fewer friends and experience negative peer relationships compared to their peers without any additional needs. Based on these findings, we argue that specific interventions may be needed to promote positive peer experiences for children with SEN in mainstream education.

Playing senior inter-county Gaelic games: experiences, realities and consequences

Given the developments that have taken place in Gaelic games over the past decade, particularly at the senior inter-county level, there is a concern that the demands that today’s games are placing on players are having negative effects on their lives. The Gaelic Athletic Association (GAA) and the Gaelic Players Association (GPA) have introduced a number of measures to ensure that players’ needs are taken care of and that those who play enjoy their experience. Nevertheless, questions continue to be raised. Given this, the GAA and GPA jointly commissioned the Economic and Social Research Institute (ESRI) to conduct an independent examination of the commitment required to play senior inter-county, and the impact that this has on players’ personal and professional lives and club involvement. The research was primarily conducted through senior inter-county player workshops and a survey of 2016 players. Workshops were also conducted with 2016 senior inter-county managers, County Board Secretaries and third-level Games Development Officers (GDOs). What follows is a summary of the principal findings arising from the study, consideration of their implications for both player welfare and policy in this area, and some discussion on future directions.