Recently, there has been an increase in the number of studies being conducted on the bilingual language proficiency of children with Autism Spectrum Disorder (ASD), Specific Speech and Language Disorder (SSLD), and dyslexia. The findings of these studies suggest that children with these categories of special educational needs (SEN) can acquire a second language (L2) with no negative effect on their first language development (Kay Raining Bird, Genesee, & Verhoeven, 2016). Internationally, limited and dated research has been conducted on the suitability of immersion education for pupils with SEN. The limited data available, suggests that children with low intellectual/academic ability, poor first language skills, and reading difficulties, are at no disadvantage academically than their peers with the same category of SEN attending monolingual schools (Genesee & Fortune, 2014). Nevertheless, the literature states that immersion schools do face challenges when meeting the needs of pupils with SEN, in areas, such as, assessment, resources, and access to bilingual services. Within an Irish immersion context, only three known studies have been conducted on SEN provision, prevalence, and practices in Irish-medium (IM) schools (Barrett, 2016; Ní Chinnéide, 2009; Nic Gabhann, 2008). IM schools have reported similar challenges to immersion schools internationally when meeting the needs of pupils with SEN. The present study contributes to the limited data set available through investigating what additional supports are required to meet the needs of pupils with SEN learning through Irish as a L2? This investigation was undertaken through the use of a sequential mixed methods approach. A quantitative survey was undertaken by a random stratified sample of 20% (N=29) of IM schools in the Republic of Ireland in the first stage. Case studies were undertaken in the second stage, in four IM schools (three in the Republic of Ireland, one in Northern Ireland), on four pupils with ASD, four pupils with dyslexia, and three with SSLD. Semi-structured interviews were conducted with the pupils’ parents (N=9), school principal (N=4), special education teacher (N=4), class teacher (N=10), and special needs assistant (N=1), if allocated one. These participants were asked about their experiences of SEN provision in IM schools, the challenges of educating pupils with SEN through Irish, and the benefits, if any. In class observations were also undertaken to evaluate the practices in place to meet the needs of these pupils. Pupil voice was also included in the present study. Interviews were undertaken with nine pupils with SEN enrolled in IM schools. These interviews investigated the perspectives and experiences of these pupils in relation to IM education. Along with this, interviews were conducted with a group of parents (N=6) who transferred their child from an IM school to an English-medium school due to their SEN, to assess the challenges they faced and their reasons for transfer. The data generated within stage two was analysed using thematic analysis (Braun & Clarke, 2006). Significant findings emerged which informed the construction of recommendations for the future development of SEN policy, practices, and provision in IM schools.