GMIT EXAMINATIONS 2013/2014

Continuous Assessment No 1.
Academic Essay

Programme:

Design and Technology Education (DTE)

Year:

Module:

Psychology of Education

CA Weighting:

(20% out of 100%)

Lecturer:

Pauline Logue Collins

Submission
Submission Date:

Student:

22nd/ November / 2013

Toms Spellman
G00285291

DIFFERENTIATION AND INCLUSION IN SECOND LEVEL

EDUCATION

ACKNOWLEDGEMENTS
This essay would not have been possible without the support of many people. First
and foremost, I wish to express my sincerest gratitude to my lecturer Dr. Pauline Logue
Collins of GMIT, who was abundantly helpful and offered invaluable assistance, support, and
guidance. One simply could not wish for a more informative or friendlier lecturer. I would
like to thank the librarians at GMIT, who have always been of great assistance when
conducting my research for this essay. I wish to express my deepest gratitude to Sen Cronin
whose guidance and direction is greatly appreciated. Finally, I would like to thank my
parents, John and Liz, who have been unreservedly helpful and there for me, providing me
with the encouragement and enthusiasm needed to carry out my studies. Thank you.

ii

ABSTRACT
Differentiation and inclusion are captivating subjects with profound relevance to
education. This essay critically assesses some of the key areas of differentiation and
inclusion, that being: multiculturalism, interculturalism, assimilation, special educational
needs (SEN), promoting inclusion in schools and inclusion techniques in a classroom. It aims
to identify the effects that these topics have in relation to differentiation and inclusion in
secondary education in Ireland. Secondary research is employed throughout the essay and
references to literature and class work are evident. Clear recommendations are provided
based on secondary research. The essay concludes that teachers must be constantly aware of
different cultural interests that may vary from others. Equally important are students with
special educational needs. Teachers should incorporate inclusive strategies in their lessons in
order for these students to be included equally in class activities and exercises. Educators
should facilitate the learning of every student in order to help them reach their full potential.

iii

LIST OF IMAGES / TABLES

(Collins, 2012)

iv

TABLE OF CONTENTS

PAGE

ACKNOWLEDGEMENTS ................................ Error! Bookmark not defined.

ABSTRACT ........................................................ Error! Bookmark not defined.
LIST OF IMAGES / TABLESiv

1.

INTRODUCTION....
Error! Bookmark not defined.

2.

3.

DIFFERENTIATION...1

2.1.

MULTICULTURALISM...........2

2.2.

INTERCULTURALSIM....3

2.3.

ASSIMILATION...4

2.4.

SPECIAL EDUCATIONAL NEEDS (SEN).....5

INCLUSION....6

3.1.

PROMOTING INCLUSION IN SCHOOLS.....6

3.2.

INCLUSION TECHNIQUES IN A CLASSROOM......8

4.

CONCLUSION9

5.

BIBLIOGRAPHY..........11

1. INTRODUCTION
Differentiation is a key aspect in education when catering for each students learning
style and needs. The term differentiation is defined as teachers, reacting responsively to a
learners needs (Tomlinson, Allan, & Allan, 2000, p. 4). Differentiation also, refers to the
extent to which the teacher caters for the needs of the different levels of pupil ability within
the same class (Kyriacou, 1997, p. 59). It is the teachers responsibility to cater for various
student abilities in the classroom.
Inclusion is another key area in education. Kyriacou states that Inclusion refers to the
way in which teaching and learning in a school is organised in a way that enables the school
to cater for pupils with a broad range of ability and needs (Kyriacou, 2007, p. 49). Inclusion
is also described as all pupils within the school, regardless of gender, ethnicity or ability, are
given the opportunities and environmental conditions conductive to their achieving their
educational potential. (Davies, 2006, p. 151). This highlights that both differentiation and
inclusion are very much related to each other and are of great importance in order for each
student to reach their best capabilities.
The purpose of this essay is to investigate differentiation and inclusion in second level
education and its relevance in teaching and learning. I intend to research the theories and
practices that accommodate for differentiation and inclusion. I will specifically focus on the
application of these theories and practices in Materials Technology Wood (MTW) and
Technical Graphics (TG). I will define and explain differentiation and inclusion and provide a
comprehensive insight into how they can be dealt with in a class. I intend to research and
examine different areas of differentiation and inclusion such as mixed ability students,
multiculturalism, interculturalism, assimilation, and special educational needs (SEN)
students. I will also research topics of promoting inclusion in schools, and inclusion
techniques that can be applied in a classroom. From my research I will give suggestions as to
how differentiation can be minimised and inclusion can be maximised in a learning
environment, specifically in MTW and TG classes. Finally, I hope to make clear and concise
conclusions based on my secondary research.

2. DIFFERENTIATION
Tomlinson defines differentiation as the efforts of teachers to respond to variance
among learners in the classroom (Tomlinson, 2000, p. 1). In addition, Tomlinson and Allan
also state

We define differentiation as a teachers reacting responsively to a learners needs. A

teacher who is differentiating understands a students needs to express humour, or
work with a group, or have additional teaching on a particular skill, or delve more
deeply into a particular topic, or have guided help with a reading passage- and the
teacher responds actively and positively to that need (Tomlinson & Allan, 2000, p. 4).
From the above statements, it is evident that the educator must react positively to
various student needs and learning styles that are present in the classroom. Heacox describes
differentiation as a teachers way of changing the pace, level or kind of instruction you
provide in response to the individual learners needs, styles or interests (Heacox, 2002). It is
important to note that there are many different reasons for differentiation including gender,
mixed abilities, learning styles, multiculturalism, interculturalism, assimilation and Special
Educational Needs (SEN) all being taken into due consideration. Kyriacou gives an in depth
account on differentiation. He states differentiation involves adapting the way the work is
set and assessed in order to meet the needs of a range of abilities within the same class
(Kyriacou, 2009, p.60). This is an interesting point that Kyriacou makes. He suggests
adapting the teachers approach to the class work and the way it is examined in order to cater
for a differentiating classroom environment. Carol Cummings makes a very similar
suggestion. She states Changing the environment. We need to change our approach not the
child (Cummings, 2000, p.125). Therefore, teachers must be able to identify the causes of
differentiation in a classroom and apply strategies and techniques to overcome the problem. I
will now examine various aspects of differentiation: multiculturalism, interculturalism
assimilation and special educational needs.

2.1. MULTICULTURALISM
Multiculturalism is often strongly related to differentiation in a learning environment.
The term multiculturalism can be described as a progressive approach for transforming
education that holistically critiques and responds to discriminatory policies and practices in
education (Gorski, 2012). It is imperative that multiculturalism is acknowledged in a
classroom to ensure that each student feels welcome and safe in order to create a positive
learning environment. This is similar to Maslows hierarchy of needs and the humanist
approach to learning. Bentham states the goal of human existence is self actualisation
(Bentham, 2002, p. 29). Self actualisation is to become all that we are capable of becoming
and in order to do this, educators must integrate multicultural diversities accordingly.

Cultural diversities require constant acknowledgement. Gage and Berliner state

understanding your own culture, and the culture of your individual students, is a key factor
in successful multicultural education (Gage & Berliner, 1998, p. 157). Therefore teachers
must be constantly aware of different cultural interests that may vary from others. Educators
must be careful with the language they use. A simple example of this in the classroom is the
word blackboard. Teachers should realise that students of other races and ethnic
backgrounds may find this offensive and therefore it is in the best interest to refer to it as a
chalk-board. Educators must be conscious and aware of their actions and words inside and
outside the class. David McKay makes the point that self-awareness and knowledge about
other cultures are essential. He advises teachers to learn the values, practices, and beliefs of
other cultures in order to understand the similarities and differences with your own McKay,
2013). Educators must also be careful with resources and referring to concrete examples and
metaphors (Race & Pickford, 2007, p. 79). Teachers should try to understand the students and
their backgrounds to a certain extent. Gorski makes the suggestion that Teachers in
multicultural classrooms must be open to their students and put forth the effort needed to get
to know their students inside and outside of class (Gorski, 2012). If this is done correctly,
multicultural differentiation in the classroom will not be a problem.

2.2. INTERCLTURALISM
Interculturalism is also an area that is related to differentiation and is closely linked to
multiculturalism. The term interculturalism is defined in a publication by the National
Council for Curriculum and Assessment as a belief that recognises that we all become
personally enriched by coming into contact with and experiencing other cultures, and that
there should be a learning engagement between people of different cultural backgrounds
(NCCA, 2006). It is also described in a report by Louise Lesovitch as an approach that sees
difference as something positive that can enrich a society and recognises racism as an issue
that needs to be tackled in order to create a more inclusive society (Lesovitch, 2005). It is
very much a holistic view on education which is similar to the vision of John Dewey. He
believed that the process of learning is important, not just the course content.
Strategies have been implemented to aid the intercultural approach in Ireland. The
Intercultural Education Strategy (IES) aims to ensure that all students experience an
education that "respects the diversity of values, beliefs, languages and traditions in Irish
society and is conducted in a spirit of partnership" (Education Act, 1998). Interculturalism is
3

very much linked to multiculturalism. Educators should aim to have an intercultural

environment to ensure a positive learning classroom which will in turn promote
multiculturalism and inclusion in the class. Dermot Quish makes the point that
interculturalism provides for a dialogue between the host country and the new nationalities
(Quish, 2008). This is not just important in the classroom, but important for society. It is
imperative that as a nation we broaden our friendships and strengthen relationships with other
nationalities. It can start in the classroom. The DES has a similar opinion. It states that all of
society has a role to play in promoting an intercultural ethos, integration, inclusion and
diversity. Likewise, all educators, regardless of whether or not they work with migrant
students, have a responsibility to develop an intercultural learning environment (DES,
2010). Information on this is provided be the NCCA. In a document entitled Intercultural
Education: Every Teacher has a Role published by the NCCA, guidelines have been
developed for schools to support teachers and school managers in creating intercultural
schools and classrooms (NCCA, 2009).

Documents such as this should be read and

considered by all teachers to update and inform them on what is expected as part of an
intercultural environment.

2.4. ASSIMILATION
Assimilation is closely related to the topics of differentiation, multiculturalism,
interculturalism and inclusion. Borooah gives a clear and concise definition of the term. He
states Assimilation requires the absorption of minority cultures into the majority culture
(Borooah, 2004). In even simpler terms, assimilation means making alike (Coello, 2010).
There have been many debates between multiculturalism, interculturalism and assimilation in
the past. According to Dermot Quish, The problem with assimilation is that it fails to
recognise the need of minorities to find recognition and self-identity through their ethnic
cultural background (Quish, 2008). This is a very true statement. As a result of this, students
may not be able to grow, learn and integrate in a way that is suitable to their own culture.
Teachers should try to accommodate and cater for assimilation, making the students of the
minority group, as well as the majority group, feel welcome and safe in a positive learning
environment in respect to their own nationality and culture.

2.3. SPECIAL EDUCATIONAL NEEDS (SEN)

SEN students can have a large role to play in a classroom in relation to differentiation.
Firstly, it is important to note that there are many different types of SEN and each one can
have a different type of affect in a classroom1 SENs such as autism, aspergers syndrome,
gifted children, attention deficit and hyperactive disorder, emotional behaviour disorder as
well as many more exist (Collins, 2012).
According to Muijs and Reynolds, special needs is a broad term, referring to very
different pupils with a wide range of different needs and problems (Muijs & Reynolds,
2007, p. 150). All teachers are undoubtedly going to be confronted with these different
learning needs at some stage during their teaching careers. Carey states that children with
special education needs present challenges that other children do not. Most of the challenges
they present are a result of flaws in our vision and understanding (Carey, 2005, p.53). It is
very important that teachers can adapt lesson plans and use teaching strategies to assist these
students to learn to their full potential. Carey also states we must learn to recognise and
understand the struggle that a child with special education needs faces, on a daily basis. Even
the mildest special educational condition results in big challenges in learning and living
(Carey, 2005, p.53). Educators must be aware of these challenges and difficulties and respond
responsively and positively to them. It is the teachers responsibility to ensure that these
differentiating students are accommodated and supported appropriately.
It is important to note that supporting special needs students is outlined in the law
which should be strictly adhered to in order to create a fully inclusive learning environment.
Cummings states Although the law says that children with disabilities placed in a regular
education class must be supported with the use of supplementary aids and services, this
section of the law has been loosely interpreted (Cummings, 2000, p. 6). Teachers must
encourage and promote classrooms to become caring communities and this will assist special
educational needs students and also the rest of the class (Safran, 2002, p. 64). They must do
this by striking an adequate balance between teaching and facilitating the lesser able and
more able.2
There is a long history of special schools segregating SEN students from mainstream
education in Ireland. At present there are about one hundred and thirty special schools in the

1Refer

to table in appendix with summary of key SEN conditions, signs and symptoms and
developmental and strategic teaching techniques.
2 In 3.2, the implementation of strategies to aid differentiation and the learning of SEN students
are discussed.

country (Carey, 2005, p. 59). There have been many debates over the years on this subject of
integration and segregation. These special schools in many cases have been awarded as
centres of excellence but some argue that the students miss out on basic values and skills that
are obtained in mainstream schools. Carey states children who are segregated from their
peers often end up entering a world of adults who do not understand them and have difficulty
accepting them (Carey, 2005, p. 60). Opportunities should be created to share the expertise
of special schools with educators in mainstream schools. This should be a very beneficial
concept that if implemented correctly could prove to be very successful.

3. INCLUSION
Inclusion is an important aspect in education when dealing with differentiation in a
classroom in order to provide a safe and positive learning environment for all. The term
inclusion is defined in many different ways. According to Polat, Inclusion is inclusion
of all regardless of race, ethnicity, disability, gender, sexual orientation, language, socioeconomic status, and any other aspect of an individual's identity that might be perceived as
different (Polat, 2011). It is imperative that teachers do not allow any student to feel
excluded and every pupil feels content and safe within the classroom. Booth defines inclusion
as a philosophy based on values aiming to maximise the participation of all in society and
education by minimising exclusionary and discriminatory practices (Booth, 2005). By doing
this, an inclusive learning environment is achieved. Personally, I define the term inclusion
as: facilitating all students with different levels and backgrounds to reach their full potential.
Corbett makes the observation that differentiation can be a sensitive matter in that it
needs to be subtle enough to make the weaker student have a feeling of inclusion while at the
same time not making it obvious to everyone that this person is not of the same ability as the
rest of the class (Corbett, 2001, p. 47-9). The teacher must be subtle in the way they handle
differentiation to prevent the weaker students from becoming embarrassed or upset.

3.1 PROMOTING INCLUSION IN SCHOOLS

According to the National Council for Curriculum and Assessment (NCCA) website, an
article on diversity and inclusion define an inclusive school as one that operates on the basis
of policies and practices that aim to cater effectively for the full and diverse range of learning
needs of its students and that supports them fully in pursuing learning to the highest standards
commensurate with their ability and potential (NCCA, 2008). There are many different
6

techniques of promoting inclusion in secondary level education. To achieve a fully inclusive

school, policies, programmes, councils and committees can all be established for the
promotion of inclusion. An example of a comprehensive whole school inclusion policy is
available online for Loretto Abbey Dalkey, Co. Dublin on its school website (Loretto Abbey
Dalkey, 2004).
In Ireland, all primary and post primary schools must have an Equal Opportunities
Policy according to The Equal Status Act, 2000. It shows how the school treats each student
fairly and equally. Nowadays, it focuses on girls and boys having equal access to all subjects
and all areas of the curriculum. There are also special educational needs policies which
outline how all pupils who are less able and those who are more able will be supported.
(Davies, 2006, p. 152)
An inclusive school will have a strong special needs policy that aids the less and more
able. Students who are very able are enriched. They are also known as gifted or talented
students. For these students there are enrichment programmes set up. Schools identify pupils
who are very able in particular subjects. They then try to develop this ability by providing
extra opportunities within that subject area (Davies, 2006, p. 156). These pupils should be
nurtured and strategies3 should be in place to facilitate them.
The Department for Education and Skills (DES) place great emphasis on inclusion. It
aims to enable all students to fully belong to the school community and to be educated
within a framework in which differences between individuals are accommodated and
celebrated (DES, 2007, p. 38). A fully inclusive school ensures that boys and girls are
treated equally and has a consistently applied Equal Opportunities Policy in practice. It also
ensures that everyone despite what race, religion or background a student is, they will be
treated with respect and support. Where a school is fully inclusive then pupils will feel
respected and cared for and the ethos will be positive and will strongly support the learning of
its pupils (Davies, 2006, p.161-162). This is similar to the view of the NCCA. The council
describes an inclusive school as a place where the learner feels comfortable engaging with
all aspects of schooling; where he/she has a strong sense that the school is working for them,
in their interest; where she/he feels a genuine sense of belonging and well-being (NCCA,
2008). Personally, I define an inclusive school as a school where all students of different
backgrounds and cultures are educated in an attempt to reach their potential and feel accepted
and respected in the learning environment.

Refer to table in appendix on teaching & developmental strategies for enriched/gifted children

Some schools may have groups of travellers who attend for short periods of time. The
schools must show care and support to these students and help these students to catch up on
what they have missed. Pavee Point Traveller and Roma Centre is an organisation that was
set up to help work towards equality and justice for travellers and Roma. It is a voluntary, or
non-governmental, organisation committed to the attainment of human rights for Irish
Travellers (Pavee Point, 2013). They aim to support the effective participation,
involvement, visibility, mobilisation and self determination of travellers and Roma through
encouragement, education, training and inclusion in a broad range of socioeconomic
activities (Pavee Point, 2013). They also work in many other areas. These include help with
local community development, health, violence against women, drugs, alcohol, youth, family
support and education.

3.2 INCLUSION TECHNIQUES IN A CLASSROOM

There are many ways of promoting inclusion in a classroom, particularly in a
Materials Technology Wood (MTW) and Technical Graphics (TG) class. The following are
some strategies that can be implemented.
I noted that a simple loop video can save the educator giving multiple repeats of
demonstrations and instructions in a class. A loop video can be constantly playing quietly or
on mute in the background of a practical class and can help students to progress in a project
when they are stuck without calling the teacher for assistance. This can allow the teacher to
go around the class and help students individually. A sample of completed work could also be
passed around the class to help the students understand what finished product they are
working to.
Some students will be far more advanced than others and therefore be finished tasks
much quicker. Therefore, weaker students may not get to the stage of fully completing an
advanced drawing or practical project. In this case a revised drawing or project is required
(Cummings, 2000, p.127) suggests that You may need to shorten some assignments to fit
your inclusive classroom (think quality, not quantity) (Cummings, 2000, p. 127).
When giving demonstrations, it is best to give three steps at a time to ensure that
students do not forget the procedure as they progress through a MTW project or TG drawing.
This aids with differentiation in the learning environment. Laminated instruction sheets can be
used to help pupils who forget details such as dimensions after difficult demonstrations. This
can be very useful for ADHD students as they respond best to clear and concise instructions
8

(Collins, 2012). Carey states that a basic understanding of their behavioural pattern can go a
long way to improving an entire situation (Carey, 2005, p. 24). It is imperative that teachers
have this basic understanding to ensure a positive learning environment and avoid any
classroom management issues.
Another method of accommodating for differentiation and inclusion in a classroom is
grouping students with similar learning styles for demonstrations enabling the teacher to
structure the lesson easier. Petty makes the point that We should go to special trouble to
include learners by discovering, respecting and meeting their individual needs (Petty, 2009,
p. 514). In recent years this approach has become more and more prominent in teaching. By
allowing students to work together they can learn from each other in a controlled and active
manner. Co-operative/collaborative learning can also be very beneficial for that of an
Attention Deficit Hyperactive Disorder (ADHD) student (Collins, 2012). Carey states
ADHD can be successfully treated and the primary places of treatment are at home and
school. The earlier that ADHD is recognised and the earlier it is treated, the better the
outcome will be (Carey, 2005, p.30). Therefore, as teachers we must be constantly vigilant
and aware of these learning disorders in order to improve to students education and lifestyle.
Ensuring the environment is safe and predictable as possible can be very helpful,
particularly for a student with aspergers syndrome. Keeping transitions the same for
activities and demonstrations will also be useful to avoid any classroom management issues
(Collins, 2012). Students with aspergers syndrome need to have a clear routine. If this is
done correctly, it can improve differentiation levels dramatically. This can also be beneficial
for ADHD pupils. Carey states that Aspergers Syndrome students can have sometimes selfinjurious behaviour (Carey, 2005, p.39). Therefore it is very important that the learning
environment should be kept safe, especially in a MTW classroom where there are sharp tools
and machines present.

CONCLUSION
It is important to note that all classes of pupils, even those where some selection by
attainment has been made, will involve a range of ability (Kyriacou, 2007, p. 48). In every
class there will always be pupils at different levels to each other. It is important that teachers
try to facilitate every student in order to achieve their full potential.
Differentiation and inclusion are both very important aspects that are highly related to
each other in a learning environment. Differentiation involves adapting the way the work is
9

set and assessed in order to meet the needs of a range of abilities within the same class
(Kyriacou, 2007, p. 48). Educators must facilitate for these differences and accommodate for
every students learning style. For this reason, teachers must have strategies in place in order
for each pupil to achieve their full capabilities.
Important aspects of differentiation include multiculturalism, interculturalism,
assimilation and special educational needs. Cultural diversities require constant
acknowledgement. Multicultural education acknowledges that schools are essential to laying
the foundation for the transformation of society and the elimination of injustice (Gorski,
2012). Teachers must be constantly aware of different cultural interests that may vary from
others. Equally important are students with special educational needs. Teachers should make
large efforts to include all students equally in class activities and exercises.
Differentiation and inclusion in secondary education requires much time and effort to
cater for. It encompasses a wide range of topics much more detailed than what is outlined in
this essay. As a future educator, I will use my research and knowledge I have acquired to
control and carry out my lessons in Technical Graphics and Materials Technology Wood, in a
competent and inclusive manor.

10

BIBLIOGRAPHY
Booth, T. (2005). Keeping the Future Alive: Putting Inclusive Values into Action. Oxford,
United Kingdom: Symposium Books Ltd.

Borooah , K. (2004). Multiculturalism versus Assimilation: Attitudes towards Immigrants

in Western Countries. Retrieved from:
http://www.ijesar.org/docs/volume2_issue2/multiculturalism.pdf

Carey, D.J. (2005). The Essential Guide to Special Education in Ireland. Dublin, Ireland:
PrimaryABC

Coello, L. (2010). Significant Difference? A comparative analysis of multicultural policies in

the United Kingdom and the Netherlands. Amsterdam University Press

Collins, P.L. (2012). Class Notes: Special Educational Needs. Available online at learnonline
GMIT, Ireland.

Collins, P.L. (2013). Class Notes: Roma Education Ireland. Available online at learnonline
GMIT, Ireland

Corbett, J. (2001). Supporting Inclusive Education: A Connective Pedagogy. Routledge

Falmer.

Cummings, C. (2000). Winning Strategies for Classroom Management. Alexandria: ASCD

Davies, S. (2006). The Essential Guide to Teaching. Great Britain: Pearson Education
Limited.

DES. (2007). Inclusion of Students with Special Educational Needs: Post Primary
Guidelines. Dublin: Stationary Office.

DES. (2011). Intercultural Education Strategy. Dublin: Stationary Office.

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Gage, N. L & Berliner, D. C. (1998). Educational Psychology. Boston: Houghton Mifflin

Company.
Gorski, P. C. (2012). Building Blocks: The First Steps of Creating a Multicultural
Classroom, Retrieved from: http://www.edchange.org/multicultural/papers/buildingblocks.html

Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. Minneapolis: Free

Spirit Publishing.

Kyriacou, C. (1997). Effective Teaching in Schools: Theory and Practice. Cheltenham:

Nelson Thornes Ltd.
Kyriacou, C. (2007). Essential Teaching Skills. Cheltenham: Nelson Thornes Ltd.
Loreto Abbey Dalkey. (2004). All Policies. Retrieved from:
http://www.loretoabbeydalkey.com/?page_id=652

Lesovitch, L. (2005). Roma Educational Needs in Ireland, Context and Challenges.(In

association with Pavee Point and the Roma Community). Retrieved from:
http://paveepoint.ie/pdf/Roma_Report.pdf

McKay School of Education. (2013). Diversity: Understanding and Teaching Diverse

Students. Retrieved from: http://education.byu.edu/diversity/competency.html

Muijs, D. & Reynolds, D. (2007). Effective Teaching: Evidence and practice. Sage
Publications: London, California, India & Singapore.

National Council for Curriculum and Assessment. (2006). Intercultural Education in the
Post-Primary School. Retrieved from:
http://www.ncca.ie/uploadedfiles/publications/InterGlines_Eng.pdf

National Council for Curriculum and Assessment. (2008, January). Retrieved from:
http://www.ncca.ie/en/Curriculum_and_Assessment/Inclusion/Diversity_and_inclusion.pdf

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National Council for Curriculum and Assessment. (2009). Intercultural Education: Every
Teacher has a Role. Retrieved from:
http://www.ncca.ie/en/Curriculum_and_Assessment/Inclusion/Intercultural_Education/Interc
ultural_Education_info.pdf

Pavee Point Traveller and Roma Centre. (2013). Retrieved from: http://www.paveepoint.ie

Petty, G. (2009). Teaching Today A Practical Guide (4th Ed.). Cheltenham: Nelson Thornes
Ltd.

Polat, F. (2011). Inclusion in education: A step towards social justice. Elsevier.

Quish, D. (2008). The Inclusive School and Interculturalism. Volume 26: Number 5: Astir

Race, P., & Pickford, R. (2007). Making Teaching Work. London: SAGE Publications Ltd.
Safran, J. (2002). A Practitioners Guide to Resources on Aspergers Syndrome.

Tomlinson, C. A., Allan, D. S., & Allan, S. D. (2000). Leadership for Differentiating Schools
and Classrooms. Alexandria: ASCD.

Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades.

Tomlinson, C. A. (2000). Differentiation of instrucERIC Clearinghouse on Elementary and

Early Childhood Education, University of Illinois.

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