Máire Ní Ríordáin ^* Craig Neville Megan Daly

• University College Cork, Cork, Ireland

There is little available research into the experiences of students with additional educational needs (AEN) in Irish medium (IME) mathematics education. There is also a lack of information into the suitability of summative assessments in accurately demonstrating the mathematical competencies of these students. This research aims to explore the impact of language-adapted assessments and language-responsive interventions on the results of students with diagnosed and undiagnosed educational needs in one IME primary school. This research focuses on the integration of the teaching of mathematics and Irish, their L2. This research project employed a case study approach involving a series of small group language-responsive mathematics lessons over a five-week period. Following this intervention, participants completed two summative assessmentstheir traditional school approved summative assessment, and a teacher-researcher designed assessment containing adapted language. The results indicated that adjustments to the language of the assessments had a negligible impact. More importantly, the delivery of a series of lessons indicated that languageresponsive instruction and consideration of the cognitive demands on learners could elicit positive results for students with AEN. This project, while small in scale, has contributed to the limited existing research undertaken with AEN mathematics learners in languages other than English CLIL contexts, and highlights the need for further research.