www.historyteachers.ie
The HTAI aims to "protect and foster the role of history within the Irish education system", to keep history teachers in contact with new developments in historical research and new approaches to history education and international thinking. The website is still under construction. The resources page contains links to Scoilnet only, while the "memories" section is also awaiting content.
www.ncte.ie/agti
"I personally believe that geography is extremely boring. However, I also believe that it may possibly be made more interesting by the introduction of computers. Seeing coloured pictures and obtaining information from computers is much more interesting than taking notes all day." The views of this Transition Year student can be found on the website of the Association of Geography Teachers of Ireland.
www.igc-edu.ie
The Institute of Guidance Counsellors was set up in 1968. Today, it represents more than 900 practitioners in second-level schools and elsewhere. To become a guidance counsellor, you must complete a one-year full-time postgraduate programme in guidance and counselling. Courses are run in UCC, TCD, NUI Maynooth and UL. For more information, look at this website.
www.imta.ie
The website of the Irish Mathematics Teachers' Association lists its 11 branches. Membership is not restricted to teachers - it is open to anyone with an interest in maths and maths education. There are three categories of membership: full, honorary and associate. Branch meetings are held regularly to discuss topics of interest and provide a forum for discussing issues encountered in the classroom.
www.iol.ie/~iastse/teachersurvey.html
Integration of children with special needs into mainstream classes is a cornerstone of Government policy on special education. However, the Irish Association of Teachers in Special Education, which carried out a survey of special needs resource teachers, found integration is not receiving sufficient support to operate effectively. Find out more about the results of the survey here.
