Educational psychological provision in Irish-medium primary schools in indigenous Irish language speaking communities (Gaeltacht): Views of teachers and educational psychologists

Background Schools located in indigenous Irish-speaking areas collectively known as the Gaeltacht are unique in terms of their sociocultural and linguistic identity and important in the key role they play in the preservation of the language. Those situated in Category A Gaeltacht districts are Irish-medium schools in communities with the strongest use of Irish and are the focus of the present study. Educational psychologists (EPs) who work with these schools are challenged to provide culturally and linguistically sensitive services for these schools. The EPs' work is impacted by state policies in relation to language planning, Irish language education and inclusive education. Aims This qualitative research study aims to describe the views and experiences of EPs and teachers in relation to educational psychological services in primary schools in Category A districts in the Gaeltacht. It explores how the service meets the needs of schools and students and seeks to identify barriers in provision. Method The study is underpinned by Bronfenbrenner's bioecological theoretical framework and the bilingual education and sociocultural theories of Jim Cummins. Semi-structured interviews were conducted with four EPs and eleven teachers working in Category A schools. The transcribed interview data were analysed using thematic analysis. Results The findings are presented under identified themes using relevant transcript extracts in original and translated form and the findings are interpreted in the light of the theoretical frameworks adopted and relevant literature. Key findings indicate that both EPs and teachers were happy with the new models of special education support and consultation in operation in the schools and were also positively disposed towards Irish-medium education. However, the findings also reveal that the quality of educational psychological and special education services is adversely impacted by factors such as inadequate translation services, the lack of suitable assessment tools and assessors who were not fully proficient in Irish. Conclusion The findings highlight the urgent need for macro-level policies relating to children's education in indigenous Irish-speaking communities to be matched by practices that ensure educational psychological services such as consultation, interventions and assessments can be provided in a timely fashion through the medium of Irish. Recommendations include improved translation services, assessment through the medium of Irish, professional training for psychologists working with this cultural and linguistic minority and recruitment of psychologists who are competent Irish speakers.