Study raises questions about inequitable access to support for Mathematical difficulties in Irish primary schools

A study by Dr Joseph Travers, Director of Special Education in St. Patrick’s College on the impact of the General Allocation Model (GAM) staff allocation  policy on learning support for mathematics has found that pupils with difficulties in mathematics in non-designated schools are more likely to have their needs addressed than pupils in designated disadvantaged schools. The findings show that overall pupil access to support in mathematics in primary schools has not increased, despite more schools and teachers providing support in the subject. This is explained by reduced teacher caseloads and the redistribution of some teachers from larger schools to small schools.

 

Further details of the study are available in the latest edition of Oideas, and analysis of the policy context in the latest edition of Irish Educational Studies.

 

Media commentary on the study can be accessed at:

Link Irish Examiner Article 1

Link Irish Examiner Article 2

 

Last Updated: Tuesday August 10 2010