麻豆淫院

This study examined how primary schools in Northern Ireland (NI) and the Republic of Ireland (ROI) identify and support migrant pupils with English as an additional language (EAL) and who may also have special or additional educational needs (SEN/AEN). By gathering data through an online survey and semi-structured interviews with school staff and external stakeholders, the study explored the challenges practitioners face in distinguishing EAL-related learning needs from SEN/AEN, and in accessing appropriate support once a need is identified.

Key findings include:

• Schools are committed and resourceful, but the system treats EAL and SEN/AEN support as two separate specialisms rather than a single, overlapping area of practice.
• Classroom practice was reported as a genuine strength, but specialist resources for identification, assessment, and learning and teaching remain limited in terms of accessibility.
• External stakeholders described issues with availability of services that often work in isolation.
• Closing the EAL+SEN/AEN gap requires dedicated training at this intersection, funded language access, better-coordinated external support, and a shared assessment and identification framework built for this pupil group.

Implications for policy and practice include:

• Develop a short, practical EAL+SEN/AEN guidance document for schools, including a simple observation checklist, suggested review points and prompts for parent conversations.

• Establish a funded, jointly held (school or regional) list of accessible interpreting options to include remote interpreting for both formal meetings and day-to-day contact and to ensure explicit guidance against relying on children or siblings to interpret.

• Protect and, where possible, expand school access to speech and language therapy, occupational therapy and educational psychology, with clearer referral guidance and realistic expectations about waiting times.

• Create age-appropriate and culturally responsive identification and assessment tools and resources for primary and early years EAL learners with potential SEN/AEN.

• Fund targeted EAL+SEN/AEN continuing professional development delivered through existing structures.

• Signpost a lead contact for EAL+SEN/AEN queries within existing regional structures to help schools navigate education, health and community supports.