Mathematics is a core element of education, providing learners with valuable life skills such as budgeting, reading timetables and problem-solving skills. All children, including those attending special schools, have the right to an education which equips them with such skills. My research aims to explore the extent to which pupils in Northern Ireland special schools are equipped with life skills through their mathematical learning experiences. Key stakeholders in the mathematical learning experience of Northern Ireland special school pupils, such as teachers and policymakers, pupils, their parents, and curriculum architects will share insights and perspectives on curriculum, pedagogy, assessment, the overall mathematical learning experience, and their efficacy in providing pupils with life skills. Although this project will focus on Northern Ireland special schools specifically, the findings of this study will have implications anywhere that there is segregated education for those with special educational needs.
My proposed research project seeks to answer the following research questions:
- What is the nature of the mathematical learning of pupils in Northern Ireland special schools?
- To what extent do stakeholders believe that current mathematical learning experience is suitable for pupils in Northern Ireland special schools?
- To what extent do the mathematical learning experiences of these pupils equip them with relevant life skills?
