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Now showing items 21-30 of 62
Exploring the impact of educating students about autism in a secondary school
(2023-11-03)
Aims: This research aims to further our understanding of the impacts of educating secondary school students about autism. Of note, AsIAm’s Autism Awareness Workshop is not evidence-based. This study is not evaluating or ...
An evaluation of the school based wellbeing intervention welcome to wellbeing for young children
(2023-11-03)
Background: Wellbeing has become a valued aspect of education in recent years. However, further exploration of wellbeing and wellbeing interventions with young children still needs to be completed. Additionally, there needs ...
A case study of beginning teachers’ lived experiences of engagement with parents, particularly parents of children with special educational needs
(2023-09-19)
The research study aimed to make a contribution to the knowledge-gap in the area of parent-teacher engagement. Specifically, it sought to explore the nature of eight beginning teachers’ lived experiences of engagement with ...
An investigation into collaborative practice between the class teacher, special education teacher (SET) and speech and language therapist to identify and meet the needs of students with speech, language and communication difficulties (SLCD) in Irish primary schools
(2023-09-26)
The number of students presenting with Speech, Language and Communication Difficulties (SLCD) represents a significant cohort of the student population nationally and internationally, according to the literature. These ...
Refugee and asylum-seeker youths’ experiences of education in Ireland an interpretative phenomenological analysis
(2023-09-26)
Background: School can play an important protective role in the lives of refugee youth. While a substantial body of research relates risk factors to subsequent psychosocial and educational outcomes for refugee youth, less ...
Father engagement with disability services: the perceptions and experiences of fathers and psychologists
(2023-09-26)
Background and Aims: This study sought to explore father engagement with disability services in Ireland by capturing the perceptions and experiences of fathers of children with an intellectual disability or developmental ...
An examination of the special education teacher allocation model to support inclusion in Irish primary schools
(2021-11-18)
The global movement towards inclusive education (Anderson et al. 2007; Garrote et al. 2017) sees a fundamental obligation on State to provide an effective model which supports and enables school staff to include and cater ...
Exemptions from Irish: an Inclusion dilemma (Pre-published)
(Elsevier, 2018)
While exemptions from Irish are periodically reported in the media, they have attracted little academic commentary. Learners with certain special educational needs (SEN) qualify for an exemption from Irish when clear ...
An exploration of teachers’ perceptions of how the classroom environment can support pupils with Autism Spectrum Disorder (ASD) in the mainstream primary school (Pre-published)
(Elsevier, 2021)
This study sought to explore teachers’ perceptions of how the classroom environment can be used to support learners with Autistic Spectrum Disorder (ASD). While knowledge about educational interventions for children with ...
An exploration of psychological wellbeing in Irish forest schools
(2020-12-10)
Background: Forest School is a form of regular and repeated outdoor learning. Children may access Forest School across a range of different settings, including primary school. There is evidence emerging in the literature ...