Tionchar an tumoideachais ar ghnóthachtáil daltaí sa Bhéarla agus sa Mhatamaitic i scoileanna lán-Ghaeilge le stádas DEIS Karen Ní Chlochasaigh, Coláiste Mhuire gan Smál, Luimneach Pádraig Ó Duibhir, Institiúid Oideachais DCU, Ollscoil Chathair Átha Cliath, Baile Átha Cliath Gerry Shiel, An Foras Taighde ar Oideachas, Ollscoil Chathair Átha Cliath, Baile Átha Cliath ACHOIMRE Tá níos mó páistí ná riamh ag fáil rochtain ar an tumoideachas in Éirinn, páistí ó chúlraí socheacnamaíocha ísle san áireamh. Is athrú ó bhonn é seo óir is le teaghlaigh mheánaicmeacha is mó a samhlaíodh scoileanna lán-Ghaeilge (SLG) sna luathbhlianta ina raibh tuismitheoirí meánaicmeacha go mór ina stiúrthóirí bunaidh. Tá trí ghaelscoil déag le stádas DEIS i bPoblacht na hÉireann, sé scoil DEIS Banda 1 agus seacht scoil DEIS Banda 2, atá roinnte de réir leibhéal míbhuntáiste na scoile. Sin thart ar 8% de SLG na tíre ina bhfuil níos mó ná 2,200 dalta ina iomlán ag freastal orthu. Cuirtear tacaíocht ar fáil sa phlean DEIS chun eispéireas agus torthaí oideachais na n-óg ó cheantair faoi mhíbhuntáiste a fheabhsú. Agus páistí le stádas socheacnamaíoch íseal ag freastal ar SLG, ardaítear ceisteanna faoi oiriúnacht an tumoideachais do na páistí sin agus an ghnóthachtáil a dhéanann siad agus go háirithe maidir le daltaí le deacrachtaí foghlama / riachtanais speisialta oideachais agus na tacaíochtaí atá de dhíth orthu i gcomhthéacsanna socheacnamaíocha ísle. Léiríonn SLG DEIS scóir níos ísle go suntasach i léamh an Bhéarla agus sa mhatamaitic ná SLG go ginearálta, cé go léiríonn SLG go ginearálta scóir níos airde ná scoileanna go náisiúnta. Tá torthaí ísle na SLG DEIS ag teacht go mór le staidéir eile ina bhfiosraítear an tionchar a bhíonn ag stádas socheacnamaíoch ar ghnóthachtáil i samplaí náisiúnta. Tabharfar léargas sa pháipéar seo ar ghnóthachtáil daltaí atá ag freastal ar scoileanna lán-Ghaeilge agus atá faoi thionchar ag an míbhuntáiste sóisialta. Cuirfear dearcthaí gairmiúla agus sonraí i láthair ó phríomhoidí, ó mhúinteoirí agus ó mhúinteoirí oideachais speisialta i leith na ndeacrachtaí is mó a aithnítear sa chóras. Cuimsítear go príomha deacrachtaí foghlama agus riachtanais speisialta oideachais sa suíomh tumoideachais faoi mhíbhuntáiste, lagshealbhú na chéad teanga, easpa tacaíochtaí d’fhorbairt na Gaeilge, agus easpa tacaíochta ón mbaile ar na dúshláin is mó atá aitheanta leis an tumoideachas sa chlár DEIS. ABSTRACT More children than ever have access to immersion education in Ireland, including children from low socio-economic backgrounds. This is a radical change as Irish-medium schools were often associated with middle-class families in the early years where schools were generally established by middle-class parents. There are thirteen Irish-medium DEIS schools (gaelscoileanna) in the Republic of Ireland, six Band 1 DEIS schools and seven Band 2 DEIS schools, according to the disadvantage level of the particular school. This equates to approximately 8% of Irish-medium schools which are attended by over 2,200 students. The DEIS plan provides support to improve educational experience and results among young people in disadvantaged areas. As children with low socio-economic status attend Irishmedium schools, questions are raised about the suitability of immersion education for those children and their achievements, and particularly in relation to students with learning difficulties / special educational needs and the supports they require in low socio-economic contexts. Irish-medium DEIS schools have significantly lower scores in English reading and mathematics than Irish-medium schools in general, although Irish-medium schools overall have higher scores than schools on a national basis. The low results of Irish-medium DEIS schools tie in with other studies which examine the impact of socio-economic status on achievement in national samples. This paper provides an insight into student achievement in Irish-medium schools who are impacted by social disadvantage. Professional perspectives and data are presented from principals, teachers and special education teachers in relation to the major difficulties identified in the system. The major challenges identified in immersion in the DEIS programme mainly include learning difficulties and special educational needs in the immersion education setting in disadvantaged areas, low acquisition levels in the first language, lack of supports for Irish-language development, and lack of support in the home.
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