ABSTRACT
The rationale for the project derived from the recent policy reforms in special education provision in Ireland that resulted in an increasing number and diversity of students with SEN attending mainstream schools. Internationally, research has demonstrated that teachers are an important factor in the quality of student learning (OECD, 2005). In advancing a policy of inclusive education, the Irish Government Department of Education has increased provision for PL in special education in order to build capacity in the education system (DES, 2006). One aspect of this project was to explore preferred options for PL among teachers. The findings supported a fourstranded approach to PL that combines the teacher, the school community and institutions of higher education with the government Department of Education and Science sponsorship.
