Cover not available

Article published In: Emerging Issues in Content-Based Minority Language Immersion Education Contexts
Edited by Laurent Cammarata and Pádraig Ó Duibhir
[Journal of Immersion and Content-Based Language Education 13:1] 2025
► pp. 10–30

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB

Equality of access to minority language assessments and interventions in immersion education

A case study of Irish-medium education

 | Dublin City University
Open Access logo
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with Dublin City University.

Published online: 9 September 2024
DOI logo with link
https://doi.org/10.1075/jicb.24011.nic
Abstract
In the Republic of Ireland (RoI), Irish is recognised as the first official language of the state. The public has the right to conduct all business with the state solely through the medium of Irish if they wish. The reality, however, is that many government bodies only provide services in English. This article discusses the language used for assessments and interventions for students with special educational needs (SEN) in Irish-medium (IM) primary and post-primary schools in the RoI. A mixed methods study was conducted, with teachers from schools (n = 56) completing an online questionnaire at first and then teachers (n = 32) undertaking semi-structured interviews. The findings suggest that students in IM schools are not being afforded access to services in Irish and many challenges exist for these schools when meeting the SEN of students. Recommendations are made around how to strengthen educational policy and practice to enable IM teachers meet the needs of all students.
Article outline
  • 1.Introduction
  • 2.Special educational needs in immersion education
    • 2.1Immersion schools in the RoI
    • 2.2Immersion education internationally
    • 2.3Research questions
  • 3.Methods
    • 3.1Questionnaire
      • 3.1.1The construction of the questionnaire
      • 3.1.2Questionnaire participant profile
      • 3.1.3Semi-structured Interviews
      • 3.1.4Interview participant profile
      • 2.1.5Triangulation
  • 4.Results
    • 4.1Lack of assessment and teaching resources
    • 4.2Availability of Irish language educational service providers
    • 4.3Assessments currently used in Schools
  • 5.Discussion and conclusions
    • 5.1Recommendations
    • 5.2Limitations
  • References
References (53)
References
Andrews, S. (2020). The additional supports required by pupils with special educational needs in Irish-medium schools. [URL]
Banks, J., & McCoy, S. (2011). A Study on the prevalence of special educational needs. [URL]
Bruck, M. (1978). The suitability of early French immersion programs for the language disabled child. Canadian Modern Language Review, 34(5), 884–887. Google Scholar logo with link to Google Scholar
Central Statistics Office. (2022). Press Statement Census 2022 Results Profile 8 — The Irish Language and Education. [URL]
Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297–298. Google Scholar logo with link to Google Scholar
Cooc, N., & Kiru, E. W. (2018). Disproportionality in special education: A synthesis of international research and trends. The Journal of Special Education, 52(3), 163–173. Google Scholar logo with link to Google Scholar
Dhakal, K. (2022). NVivo. Journal of the Medical Library Association: JMLA, 110(2), 270. Google Scholar logo with link to Google Scholar
Davies, E. N. (2023). Are children and young people with additional learning needs at a systemic disadvantage regarding Welsh language opportunities? Educational Psychology in Practice, 39(2), 217–234. Google Scholar logo with link to Google Scholar
de Courcy, M. (2005). Policy challenges for bilingual and immersion education in Australia: Literacy and language choices for users of aboriginal languages, Auslan and Italian. International journal of bilingual education and bilingualism, 8(2–3), 178–187. Google Scholar logo with link to Google Scholar
de Valenzuela, J. S., Bird, E. K. R., Parkington, K., Mirenda, P., Cain, K., MacLeod, A. A., & Segers, E. (2016). Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews. Journal of Communication Disorders, 631, 32–46. Google Scholar logo with link to Google Scholar
Department of Education. (2020). Policy on Gaeltacht Education 2017–2022. [URL]
Department of Education (DENI). (2011). Needs assessment & feasibility study for the development of high-level diagnostic tools in Irish for children with special educational needs in the Irish medium sector. [URL]
Department of Education and Science. (2007). Special education needs: A continuum of Support. [URL]
Faulkner-Bond, M., & Sireci, S. G. (2015). Validity issues in assessing linguistic minorities. International Journal of Testing, 15(2), 114–135. Google Scholar logo with link to Google Scholar
Gaeloideachas. (2024). Statistics. [URL]
Genesee, F. (2007). French immersion and at-risk students: A review of research evidence. Canadian Modern Language Review, 63(5), 655–687. [URL]
Genesee, F., & Fortune, T. W. (2014). Bilingual education and at-risk students. Journal of Immersion and Content-Based Language Education, 2(2), 196–209. Google Scholar logo with link to Google Scholar
Government of Ireland. (2021). Official Languages (Amendment) Act 2021. [URL]
Hampton, S., Rabagliati, H., Sorace, A., & Fletcher-Watson, S. (2017). Autism and bilingualism: A qualitative interview study of parents’ perspectives and experiences. Journal of Speech, Language, and Hearing Research, 60(2), 435–446. Google Scholar logo with link to Google Scholar
Hick, P., Solomon, Y., Mintz, J., Matziari, A., Murchú, F. Ó., Hall, K., … & Margariti, D. (2019). Initial Teacher Education for Inclusion. Trim: National Council for Special Education. [URL]
IBM Corp. (2020). IBM SPSS Statistics for Windows (Version 27.0) [Computer software]. IBM Corp.Google Scholar logo with link to Google Scholar
Irish Statute Book. (1937). Constitution of Ireland. [URL]
Kay-Raining Bird, E., Lamond, E., & Holden, J. (2012). Survey of bilingualism in autism spectrum disorders. International Journal of Language & Communication Disorders, 47(1), 52–64. Google Scholar logo with link to Google Scholar
Kay-Raining Bird, E., Genesee, F., & Verhoeven, L. (2016). Bilingualism in children with developmental disorders: A narrative review. Journal of communication Disorders, 631, 1–14. Google Scholar logo with link to Google Scholar
Kay-Raining Bird, E., Genesee, F., Sutton, A., Chen, X., Oracheski, J., Pagan, S., … & Sorenson Duncan, T. (2021). Access and outcomes of children with special education needs in Early French Immersion. Journal of Immersion and Content-Based Language Education, 9(2), 193–222. Google Scholar logo with link to Google Scholar
Mac Donnacha, S.; Ní Chualáin, F.; Ní Shéaghdha, A.; Ní Mhainín, T. (2005). Staid Reatha na Scoileanna Gaeltachta: A Study of Gaeltacht Schools 2004. An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta: Dublin, Ireland, 2005.Google Scholar logo with link to Google Scholar
Mady, C., & Arnett, K. (2009). Inclusion in French immersion in Canada: One parent’s perspective. Exceptionality Education International, 19(2). Google Scholar logo with link to Google Scholar
Marinova-Todd, S. H., Colozzo, P., Mirenda, P., Stahl, H., Bird, E. K. R., Parkington, K., … & Genesee, F. (2016). Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study. Journal of Communication Disorders, 631, 47–62. Google Scholar logo with link to Google Scholar
May, S., & Hill, R. (2005). Māori-medium education: Current issues and challenges. International Journal of Bilingual Education and Bilingualism, 8(5), 377–403. Google Scholar logo with link to Google Scholar
McAdory, S. E., & Janmaat, J. G. (2015). Trends in Irish-medium education in the Republic of Ireland and Northern Ireland since 1920: Shifting agents and explanations. Journal of Multilingual and Multicultural Development, 36(5), 528–543. Google Scholar logo with link to Google Scholar
Mulgrew, L., Duffy, O., & Kennedy, L. (2022). Assessment of minority language skills in English–Irish-speaking bilingual children: A survey of SLT perspectives and current practices. International Journal of Language & Communication Disorders, 57(1), 63–77. Google Scholar logo with link to Google Scholar
Murtagh, L., & Seoighe, A. (2022). Educational psychological provision in Irish-medium primary schools in indigenous Irish language speaking communities (Gaeltacht): Views of teachers and educational psychologists. British Journal of Educational Psychology, 92(4), 1278–1294. Google Scholar logo with link to Google Scholar
National Council for Special Education (NCSE). (2010). Procedures used to Diagnose a Disability and to Assess Special Educational Needs: An International Review. [URL]
. (2021). Special Classes. [URL]
Ní Chinnéide, D. (2009). The special educational needs of bilingual (Irish-English) children. [URL]
Nic Aindriú, S., Ó Duibhir, P., Connaughton-Crean, L., & Travers, J. (2022). The CPD needs of Irish-medium primary and post-primary teachers in special education. Education Sciences, 12(12), 909. Google Scholar logo with link to Google Scholar
Nic Aindriú, S., Ó Duibhir, P., & Travers, J. (2021). A survey of assessment and additional teaching support in Irish immersion education. Languages, 6(2), 62. Google Scholar logo with link to Google Scholar
(2020). The prevalence and types of special educational needs in Irish immersion primary schools in the Republic of Ireland. European Journal of Special Needs Education, 35(5), 603–619. Google Scholar logo with link to Google Scholar
Nic Aindriú, S. (2022). The reasons why parents choose to transfer students with special educational needs from Irish immersion education. Language and education, 36(1), 59–73. Google Scholar logo with link to Google Scholar
O’Toole, C., & Hickey, T. M. (2013). Diagnosing language impairment in bilinguals: Professional experience and perception. Child Language Teaching and Therapy, 29(1), 91–109. Google Scholar logo with link to Google Scholar
Ó Duibhir, P. (2018). Immersion education: Lessons from a minority language context (Vol. 1111). Multilingual Matters. Google Scholar logo with link to Google Scholar
Ó Murchadha, N. P. (2016). The efficacy of unitary and polynomic models of codification in minority language contexts: ideological, pragmatic and pedagogical issues in the codification of Irish. Journal of Multilingual and Multicultural Development, 37(2), 199–215. Google Scholar logo with link to Google Scholar
O’Toole, C., & Hickey, T. M. (2013). Diagnosing language impairment in bilinguals: Professional experience and perception. Child Language Teaching and Therapy, 29(1), 91–109. Google Scholar logo with link to Google Scholar
Pert, S., & Letts, C. (2003). Developing an expressive language assessment for children in Rochdale with a Pakistani heritage background. Child Language Teaching and Therapy, 19(3), 267–289. Google Scholar logo with link to Google Scholar
Pesco, D., MacLeod, A. A., Bird, E. K. R., Cleave, P., Trudeau, N., de Valenzuela, J. S., … & Verhoeven, L. (2016). A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual. Journal of Communication Disorders, 631, 15–31. Google Scholar logo with link to Google Scholar
Selvachandran, Janani, Elizabeth Kay-Raining Bird, Jessica DeSousa, and Xi Chen. (2022). Special education needs in French immersion: A parental perspective of supports and challenges. International Journal of Bilingual Education And Bilingualism 25(3), 1120–1136. Google Scholar logo with link to Google Scholar
Stow & Pert. (n.d). SLT Assessment and Intervention: Best practice for children and young people in bilingual settings. [URL]
Fortune, T. W., & Tedick, D. J. (Eds.). (2008). Pathways to multilingualism: Evolving perspectives on immersion education. Multilingual Matters. Google Scholar logo with link to Google Scholar
Turner, S. F., Cardinal, L. B., & Burton, R. M. (2017). Research design for mixed methods: A triangulation-based framework and roadmap. Organizational research methods, 20(2), 243–267. Google Scholar logo with link to Google Scholar
Údarás na Gaeltachta. (2024). The Gaeltacht. [URL]
Ware, J., Lye, C. B., & Kyffin, F. (2015). Bilingualism and students (learners) with intellectual disability: A review. Journal of Policy and Practice in Intellectual Disabilities, 12(3), 220–231. Google Scholar logo with link to Google Scholar
Wise, N. (2011). Access to special education for exceptional students in French immersion programs: An equity issue. Canadian Journal of Applied Linguistics, 14(1), 177–193.Google Scholar logo with link to Google Scholar
Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. [URL]
Cited by (1)

Cited by one other publication

Packer, Rhiannon & Mirain Rhys
2025. Small but mighty: Challenging hegemonic discourses in developing literacy in a minority language. British Journal of Special Education 52:2 ► pp. 258 ff. DOI logo

This list is based on CrossRef data as of 13 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue