An investigation of perceptions of the key partners in education on the spiritual development of children experiencing special needs, with particular reference to Sacramental preparation for Catholic Children

Abstract

The Education Order (Northern Ireland) 1996 requires all grant-aided schools, including special schools, to engage in daily collective worship and provide religious education. This study set out to investigate the perceptions of those involved with children experiencing learning difficulties in connection with their spiritual development. Research focuses on Catholic children attending special schools in the controlled sector within the Belfast Education and Library Board, who are placed at Stage five of the Code of Practice on the Identification and Assessment of Special Educational Needs Northern Ireland (1998).

A triangulation approach was employed incorporating the research instrument of (a) a questionnaire and (b) an evaluative interview. A qualitative research methodology to identify perceptions was used. The main aim of this approach was to identify different perspectives and contradictions to sacramental preparation, and the subsequent implications for the key educational partners namely, the home, school and parish.

A number of important issues emerge from the analysis of data.  Human rights for all in education.

 The development of structured sacramental programmes to address the needs of children experiencing learning difficulties, in particular children with SLD and MLD, is a basic requirement for teachers in special schools.

 Schools and parishes ought to channel their energies in working together to support each child and where possible, to re-educate parent(s) in their unique responsibility to the spiritual development of their child.

The partnership of the home, school and parish is a positive model for the religious education of children. Schools and parishes should give priority to this, working together to promote community.