Print VAC
The Printmaking VAC was led by Anne-Marie Keavney, post-grad tutor at NCAD. The sessions focused on line and composition through lino block printing methods. Student teachers created a series of lino prints using the reduction print technique. They also used chin collé, a mathod of adding layers of paper to the print. The module was succesful as an intermediate introduction to lino printing, applicable to the post-primary classroom.
Print VAC
The Printmaking VAC was led by Anne-Marie Keavney, post-grad tutor at NCAD. The sessions focused on line and composition through lino block printing methods. Student teachers created a series of lino prints using the reduction print technique. They also used chin collé, a mathod of adding layers of paper to the print. The module was succesful as an intermediate introduction to lino printing, applicable to the post-primary classroom.
Print VAC
The Printmaking VAC was led by Anne-Marie Keavney, post-grad tutor at NCAD. The sessions focused on line and composition through lino block printing methods. Student teachers created a series of lino prints using the reduction print technique. They also used chin collé, a mathod of adding layers of paper to the print. The module was succesful as an intermediate introduction to lino printing, applicable to the post-primary classroom.
Print VAC
The Printmaking VAC was led by Anne-Marie Keavney, post-grad tutor at NCAD. The sessions focused on line and composition through lino block printing methods. Student teachers created a series of lino prints using the reduction print technique. They also used chin collé, a mathod of adding layers of paper to the print. The module was succesful as an intermediate introduction to lino printing, applicable to the post-primary classroom.
Print VAC
The Printmaking VAC was led by Anne-Marie Keavney, post-grad tutor at NCAD. The sessions focused on line and composition through lino block printing methods. Student teachers created a series of lino prints using the reduction print technique. They also used chin collé, a mathod of adding layers of paper to the print. The module was succesful as an intermediate introduction to lino printing, applicable to the post-primary classroom.
Artist / Educator
Thesis
A DESCRIPTIVE CASE STUDY OF
SPECIAL EDUCATION NEEDS POLICY AND PRACTICE
IN A POST-PRIMARY MAINSTREAM SCHOOL
Abstract
This study was undertaken with the ultimate intent of exploring how Special Education Needs (SEN) policy, provision, management and practice can be improved for future generations of learners with additional learning needs. The main purpose of the research was to become more informed of how special education policy is developed in response to social scientific research and theories; and how such crafted policies are delivered ‘on the ground’.
Are special education policies just a case of ‘good intentions’?
This research identifies common deficiencies in the mainstream system to provide for students with SEN, which is a recognised result of inadequate support from higher authorities. This study investigates how a singular mainstream school addresses the many challenges and barriers to inclusive education, and the difficulties imposed by continual changes policy. The review of literature identifies the development of special education from a national and international perspective. This chapter presents an evolution of attitudinal changes to social inclusion coupled with the development of inclusive legislation on a global scale. The research employed a mixed methods approach using interview and a questionnaire to collect data, to formulate a descriptive case study of special education in a singular mainstream post-primary school.
The timing of the study was posed an interesting difficulty. A revision to the model of allocation of resource teachers had been introduced in September 2017. Is was interesting to ascertain how revisions were supposed to be implemented to the school by the DES. Implications of the revisions in allocation were not evident to have had any effect on the schools’ provision as of yet. As mentioned the revisions were only put into effect six months prior to the accumulation of research data at the school, and staff have received no in-service on revised procedures.