Abstract

Perspectives and Practices of Irish Primary Teachers in Addressing the Needs of Exceptionally Able Pupils In Ireland, exceptionally able pupils are included under the category of pupils with special educational needs in the 1998 Education Act. However, the scarcity of research in this country regarding these pupils means that little information is available on how, or even whether, their needs are being met in Irish schools. The aim of this study was to explore what is currently happening in primary schools with regard to exceptionally able pupils. This sequential mixed methods study was conducted in two phases. First, a specially designed questionnaire was sent to all primary schools in Cork city and county (n=209) in order to get a broad picture of how teachers in one geographical region conceptualise exceptional ability, and how they identify and make provision for exceptionally able pupils. This was followed by an in-depth exploration of the main issues with twenty-seven teachers who volunteered to participate in focus groups. The findings from the focus groups expanded, and at times contradicted, the findings from the questionnaires, as participants reported on what happens, in practice, in busy schools and classrooms every day. In general, teachers are positive towards pupils with exceptional ability and many would like to do more to challenge and support them. However, on a practical level, they face many barriers and only ad hoc provisions are in place. Teachers are unsure what constitutes exceptional ability, and how they would identify a pupil with such ability. In particular, the current emphasis on pupils with learning difficulties and the focus on raising the standard of low achievers pose considerable challenges. Further barriers include lack of time, funding and resources. Finally, teachers report a need for further training in this area, as they also feel that they lack the necessary skills, and indeed knowledge, to deal with exceptionally able pupils.