Special Education (Theses)

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Inclusion at a crossroads: what do trainee educational psychologists think? An exploration of TEPs’ understanding of and attitudes towards inclusive education and how this influences their professional role
(2025-08) Teahan, Emma
Inclusive Education (IE) is a highly contested and controversial concept, fraught with dilemmas and tensions around its true meaning. Contradictions and inconsistencies between legislation, policy and practice within the Irish context and internationally act as an impetus for urgent action around the meaning of IE and its implications going forward. Trainee educational psychologists (TEPs) have a unique role regarding IE, given their capacity to work with schools, families, children and young people to inform practice and empower others. In recent times, the NCSE (2024a) has asserted that the Irish Education system is working towards a ‘progressive realisation of a system of inclusive education’ (p.91) and that educational psychologists (EPs) play an essential role in the implementation of this. Despite this, there is a dearth of evidence exploring EPs’ and particularly TEPs’ attitudes towards this topic. As a result, the current research is timely in examining TEPs’ underlying attitudes and beliefs around IE to generate understanding and inform future practice. The current study comprises qualitative research with over 30 TEPs, using semi-structured interviews and online qualitative questionnaires, grounded in the interpretivist paradigm. The research uses Reflexive Thematic Analysis (Braun & Clarke, 2022) to provide a comprehensive analysis of the data. Findings indicate that TEPs’ understanding of IE is shaped through personal and professional experiences intertwined with values and reflective practice. Systemic challenges are highlighted, as well as how TEPs promote inclusion within their role such as collaborating with families and schools, celebrating diversity as the norm and acting as an advocate for children and young people.
Teacher and pupil perspectives of mathematical self-perceptions and enjoyment in two Irish primary DEIS schools
(2025-08) Shore, Úna
Background and Aim: Research in Mathematics has largely focused on older age groups and concepts such as Mathematics anxiety or performance. In 2023, the National Council for Curriculum and Assessment (NCCA) announced a Redeveloped Primary Mathematics Curriculum for schools, which aimed to promote the exploration of mathematics through a lens of playfulness and creativity with a practical application to real-life. The aim of this study was to explore pupil and teacher perspectives of mathematical self-perceptions and enjoyment in younger primary school pupils, in the context of the implementation of the Redeveloped Primary Mathematics Curriculum. Methodology: The study used an exploratory within-subjects mixed methods design to explore mathematical self-perceptions and Mathematics enjoyment of pupils in first- and second- classes in Irish primary schools. The research was carried out within single class cohorts in two DEIS schools. Pupil perspectives were obtained using the Mosaic Approach (Clarke & Moss, 2011) and responses on the Math and Me survey (Adelson & McCoach, 2011). Teacher perspectives were obtained from an anonymous online questionnaire. The research design was underpinned by the pragmatic research paradigm, and guided by the PERMA framework (Seligman, 2011) and Bronfenbrenner & Morris (2006) PPCT model. Results: No significant differences were found between first and second class pupils in their levels of enjoyment or self-perceptions. Qualitative findings from pupil Mosaic activities and teacher surveys highlighted the role of play-based and strengths-focused pedagogy in fostering positive mathematical experiences and self-beliefs. Teachers reported increased pupil engagement and confidence, aligned with the redeveloped curriculum’s emphasis on exploratory and experiential learning. Conclusion: The study explored the research gap by exploring mathematical experiences of pupils in first- and second- classes from a strengths-based perspective. From an educational psychology perspective, the implications of the findings of this study are discussed, with an emphasis on future practice.
An appreciative inquiry into NEPS psychologists' and primary teachers' perspectives of cluster groups in supporting the implementation of the FRIENDS programmes
(2025-01) O'Driscoll, Oliver
Background The Department of Education advise that schools seek training in the FRIENDS programmes from the National Educational Psychological Service (NEPS) to prevent anxiety and build resilience in children and young people (Barrett et al., 2000; DES, 2017). Since autumn 2023, NEPS psychologists have facilitated cluster group meetings, consisting of school personnel across multiple schools who meet to improve their practice with implementing the programmes. The initiative emerged as a response to implementation in practice, which was identified by teachers and psychologists as an area of required development. Currently, literature indicates that many teachers encounter barriers when implementing the FRIENDS programmes (Green & Atkinson, 2016; Skryabina et al., 2016). To address this challenge, cluster groups aim to support teachers in acquiring the skills to effectively implement and embed FRIENDS in the real-world school setting. Aims No empirical research to date has explored cluster groups as a form of implementation support. Thus, the present research aimed to explore teachers’ and psychologists’ perspectives of cluster groups. Three principal research questions were identified: 1. What is working well about the cluster group in supporting teachers’ implementation of the FRIENDS programmes? 2. What would the ideal NEPS-delivered cluster group in supporting teachers’ implementation of the FRIENDS programmes look like? 3. What plans and resources could be put in place by NEPS/NEPS psychologists to achieve the ideal cluster group? Sample The perspectives of 20 teachers and psychologists were examined. The school personnel included 6 primary teachers across mainstream and special education who attended a cluster group. 14 NEPS psychologists who were certified FRIENDS trainers participated in the research. The sample included a mix of psychologists who had previously facilitated a cluster group (n=6) and those who had not (n=8). Method The research employed a qualitative design to investigate the research questions via an anonymous online questionnaire. Appreciative Inquiry (Cooperider et al., 2008) was the theoretical framework chosen to explore what aspects of the existing cluster group are working well, what the ideal provision might look like and the plans that could be put in place by NEPS psychologists to achieve best practice. Results Responses were analysed using reflexive thematic analysis (Braun & Clarke, 2021) and descriptive statistics. Peer sharing and programme-related guidance are key strengths associated with the cluster group, as identified by participants. Themes relating to the ideal group, frequency, facilitation, support and content for the cluster are also highlighted (Ding et al., 2021). Future plans and resources that could be put in place by NEPS include continued coordination with teachers, making improvements to the existing format and utilising digital and concrete tools. Conclusions Implications of the study for implementation science and the use of appreciative inquiry in exploring a systems-based issue are discussed. Educational psychologists (EPs) have an important role in providing quality training and implementation support for those trained in the FRIENDS programmes. Implications of this study for EP practice include the potential for additional cluster group meetings, teacher-led facilitation and targeted content aimed at putting the FRIENDS lessons into practice. The current findings have the potential to guide future NEPS policy regarding considerations for the design and structure of cluster groups. Finally, implications for further research include an evaluation into the impact of cluster groups on implementation practice and a comparison of online and on-demand FRIENDS training against in-person approaches.
'People need to know that we're not just the stereotypes': a mixed method, multi-informant study to better understand the educational experiences of autistic female students attending mainstream provision at post-primary level in the Republic of Ireland
(2025-08) Munroe, Aoife
Existing research indicates that the school experiences of autistic young people are often complex and multifaceted. However, these studies are often limited by male-biased samples or have recruited adult stakeholders as proxies, with the voices of autistic girls occupying a significantly less prominent position in the literature. It has been suggested that due to differences in presentation and gender-biased knowledge among teachers, autistic girls often go unrecognised and unsupported in education contexts. The current study aimed to refute the traditional androcentric bias related to autism and autism research and explore the experiences of autistic girls attending mainstream provision at post-primary level in the Republic of Ireland. A multi-informant embedded mixed methods design was adopted. The primary qualitative study, underpinned by Interpretative Phenomenological Analysis, adopted a multi-perspectival design to elicit insights from six autistic girls and their parents (N=12). Alternative approaches to data collection were incorporated with autistic girls. The secondary study, underpinned by survey methodology, used a mixed method questionnaire to explore mainstream post-primary teachers’ (N=262) awareness, knowledge, understanding and confidence in relation to autism and girls. Four core findings emerged from the primary study: Being Autistic in a Neurotypical School System; Being in the School Environment; Being with Others and Parent Perspectives. On the surface, many of the girls’ experiences within the school context may draw parallels with the experiences of their male counterparts, however, it is apparent that these experiences are distinct in terms of how they are perceived by others, with the girls’ challenges often misunderstood, dismissed or missed altogether. These experiences are intricately examined by parents with reference to the broader systemic factors of influence and the demands of navigating these systems highlighted. Moreover, the findings of the secondary study suggest that mainstream post-primary teachers in the Republic of Ireland do not feel adequately equipped to recognise and support autistic girls and may not understand the nuances of the internal presentation of autism more commonly associated with females. By incorporating the voices of three main stakeholders, autistic girls, their parents and mainstream post-primary teachers, this study contributes to an evolving understanding of autistic girls’ experiences of mainstream provision on an international level. This groundbreaking study provides a foundation for future research in the Irish context. Implications of the findings and recommendations arising from the research are presented in terms of policy, practice and research.
The impact of school-based group cognitive behaviour therapy on autistic adolescents’ social and emotional competency: a case study of an Irish post primary school
(2025-04) Cantwell, Mary Anne
Aspects of adolescence induces different life stresses for autistic adolescents, including increased anxiety associated with the busy environment of a post primary school, the constant pressure to perform academically, and the ever-changing social complexities associated with peer relationships. The purpose of this study is to extend the emerging evidence base exploring whether school-based Cognitive Behaviour Therapy (CBT) as a support is beneficial in developing autistic adolescents’ social and emotional competency. The research design takes the form of a single case study to explore participants’ experiences and perceptions of CBT as a psychoeducational programme implemented in an Irish school context. The research design champions a participatory action research model because of it being an interpretivist/constructivist methodology which offers all 8 participants equal opportunity to become involved in the research project. This research examines the outcomes of a differentiated version of the ‘My FRIENDS Youth’ programme; firstly, through the eyes of those being studied (autistic students aged 13-15 years), and secondly through those facilitating the programme and generalising the skills (educators and parents) over a 5-month period. Qualitative data includes data gathered sequentially in the form of interview and focus group meetings pre, midway and post programme and concurrently in the form of reflective journals. Datasets are analysed using a reflexive thematic analysis framework. The findings establish influential components of the differentiated CBT programme that suggested positive changes in the autistic adolescents’ emotional regulation skills and social competency and highlight implications regarding the feasibility of implementing group CBT in a post primary school setting. This study contributes to literature in three fundamental ways: its appreciation of the autistic student’s voice in educational research, its implementation of group CBT in the students’ naturalistic school environment, and its involvement of educators as core facilitators in collaboration with parents.
An exploration of trauma-informed practice in Irish primary schools: experiences from teachers, principals and National Educational Psychological Service [NEPS] psychologists
(2025-08) Maher, Leanne
Background: Trauma-informed practice (TIP) is a system that realises the widespread impact of trauma and understands potential paths for recovery; it recognizes the signs and symptoms of trauma in clients, families, staff, and others involved with the system; and responds by fully integrating knowledge about trauma into policies, procedures, and practices, and seeks to actively resist re traumatization (SAMHSA, 2014, p.9). In recent years, TIP has gained widespread recognition and international attention in the field of education (Overstreet & Chafouleas, 2016). Efforts to incorporate TIP into the framework of the Irish education system are currently underway. Aims: The aim of this research is to explore the lived experiences and perceptions of teachers, principals, and National Educational Psychological Service (NEPS) psychologists in their roles implementing TIP within Irish primary schools. Special attention will be devoted to exploring the factors that facilitate and hinder the implementation of these practices. Moreover, this research aims to explore the potential variances in TIP across different primary school setting and professional domains. Sample: A total of twelve participants were recruited for the study, forming triads from four different primary school settings. Each school varied in size, status, context, and geographical location. Each triad consisted of one teacher, one principal, and one NEPS psychologist from each school, totalling four teachers, four principals, and four NEPS psychologists. Method: The research adopted a qualitative design using multi-perspective interpretative phenomenological analysis (Larkin et al., 2019). Data was collected using semi-structured interviews. Findings: The findings revealed that teachers, principals and NEPS psychologists experienced TIP as a transformational journey in shaping school culture. This journey included becoming trauma-aware, fostering whole-school buy-in, and embedding TIP into school culture. They noted that effective implementation required individualising TIP to their school needs. This included being familiar with the wider school community, understanding the students, and being responsive to the needs of the school. In efforts to implement TIP into their primary school setting, participants were faced with several systemic barriers including limited acknowledgement and insufficient guidance at a systemic level which was further compounded by resource limitations. Conclusion: This research illuminates the current landscape of TIP in Irish primary school settings.
An investigation of the "Smart Moves" school transition preparation pilot programme in Ireland
(2025-05) Lannin, Georgina
The aim of this current research project was to evaluate a school transition pilot programme called ‘Smart Moves’ (SM) which is currently being launched by the ISPCC in Ireland. The programme aims to increase pupils’ resilience and wellbeing as they prepare to make the move from primary to secondary school. A review of the current literature has identified a gap in the supports being provided to young people in Ireland making this transition. SM is a programme of evidence-based short sessions to help young people develop learnable skills. These sessions are facilitated by the class teacher, typically in 6th class, and are run with the whole class group. For the current investigation, pupils participating in the SM experimental condition (n = 41), were compared to pupils in a control condition (n = 38), on their scores on measures of resilience (Child Youth Resilience Measure) and wellbeing (Stirling Children’s Wellbeing Scale). Pupils in both conditions were assessed before beginning the SM programme, and after the SM intervention had been delivered. No significant effect was found on participants’ scores in resilience or wellbeing when compared with the control group. Qualitative data relating to pupils’ experiences of the SM programme was gathered from the SM condition (n = 49). Data from pupils indicated that they liked participating in the SM program, with an overall 70% approval rate from pupils themselves. The majority of participants liked the ‘discussion’ activities the most, and the session on friendship was their favourite. Qualitative data from the teachers who administered SM was gathered via an online semi-structured interview, in order to better understand their perceptions of the pupils’ experiences. Analysis revealed themes such as increased resilience and increased emotional literacy among pupils. In addition, fidelity checks were completed by the researcher to inform future implementation of the Smart Moves programme in schools.
Cultivating connection: a study of nurture group impact, practices, and pathways to success
(2025-08) Kelly, Katy
Background: A Nurture Group (NG) is a school-based group intervention to support social, emotional and behavioural needs. Despite increased implementation, there is a critical lack of published data on the conditions, practices and effectiveness of NGs in the Republic of Ireland. Aims: This research seeks to address this gap by examining the perspectives of Nurture Practitioners (NPs) to identify the impact of NGs to support children's social-emotional development, and key strategies and conditions contributing to success. This study further seeks to investigate common characteristics and practices of NGs in Irish primary schools to establish fidelity to the original NG model. Methods: The study used a mixed-methods concurrent embedded design. Qualitative individual semi-structured interviews were used to gather information from NPs about the perceived effectiveness of NGs and the strategies and approaches associated with success. An online quantitative questionnaire was designed to gather information about the characteristics and practices of NGs in Irish primary schools. The questionnaire data was analysed for descriptive statistics and reflexive thematic analysis was applied to the interview data. Sample: The questionnaire was completed by 61 NPs, who were SNAs, teachers or school principals with experience of working in a NG in a primary school in the Republic of Ireland. Individual semi-structured interviews were conducted with 11 of these NPs. Results and Conclusions: Five central themes were identified in relation to the impact of NGs for social-emotional development, as well as key processes and factors associated with success. Findings provide a compelling overview of current approaches, practices and areas for development in Irish NGs, representing the first systematic collection of data on NGs in the Republic of Ireland and contributing to the development of effective strategies to support children's psychological well-being in Irish primary schools.
Exploring parent perspectives of individualised therapeutic supports delivered by external professionals in Irish primary schools
(2025-08) Hearne, Emma
Background: The increased prevalence in children’s mental health difficulties combined with related challenges in meeting the needs of children in a timely manner has contributed to individualised therapeutic support in schools becoming a focus for policymakers. Aims: To explore parents’ perspectives of individualised therapeutic support in primary schools delivered by external professionals (e.g. play therapists, art therapists). The Process, Person, Context, Time (PPCT) Model (Bronfenbrenner & Morris, 2006) was used to examine parents’ perspectives on the impact, barriers and facilitators of these supports in primary schools. Sample: Parents whose children had received individualised therapeutic support in primary school within the last two years. A total of nine parents, from three different schools took part. Two of the participants were parents to the same child. Methods: A qualitative design was employed, utilising semi-structured interviews to gather data. The study was underpinned by a constructionist epistemology and the research questions were informed by the PPCT model. A Humble Inquiry approach guided the interviews. The data were analysed using reflexive thematic analysis (Braun & Clarke, 2021). Results: The results identified themes in terms of impact, barriers and facilitators. In relation to impact of therapeutic support, key themes included improved relationships, growth in confidence, the benefits to everyone and the life changing impact. In terms of barriers, themes identified related to an ambiguous journey, systemic deficiencies, the emotional responses to therapy and the time available versus the needs of the child. The themes identified as facilitators were communication, trust, confidentiality, early, accessible, acceptable therapeutic care, long-term support as need dictates and the personality and expertise of the therapist. Conclusions: This study uncovers previously unexplored aspects of the complex nature of individualised therapeutic support in primary school through the lens of parents’ perspectives. The implications in terms of policy, practice and research are discussed.
Taking an interest: the impact of including autistic children's absorbing interests in learning experiences neuro-affirmative approach
(2025-07) Drohan, Elle
Background and Aims: Despite policy advances and increased understanding of Autism, Autistic children continue to face barriers to inclusive education (Bailey & Baker 2020; Lynam et al., 2024; Stephenson et al., 2021). This research considers the impact and feasibility of an Interest Map that weaves absorbing interests into learning experiences, aiming to identify factors that support positive experiences of interest-based learning for Autistic children. It explores the perspectives of Autistic children, their parents and teachers on their experiences of absorbing interests using neuro-affirmative approaches that prioritise Autistic voice. Methodology: This study employed an instrumental qualitive case-study design (Stake, 1995). Participants included four Autistic children attending three primary school special classes, their teachers, and parents. Informed by data collected using the Mosaic Approach (Clark, 2017), an individualised Interest Map was created for each child linking their articulated absorbing interest to educational targets. Semi-structured interviews and reflective dialogues were facilitated with parents and teachers. Data were analysed using Reflexive Thematic Analysis (Braun & Clarke, 2019). Results: Insights are provided into the experience of absorbing interests from child, parent and teacher perspectives. Findings indicate that there are benefits across academic, social and affective domains when Autistic children’s absorbing interests are included in educational activities. Facilitators and barriers are discussed when considering the feasibility of implementing the Interest Map. Implications: As well as responding to the dearth of Autistic children’s voice in research, this study contributes valuable findings to the relatively under-researched area of absorbing interests. Findings have implications across policy and practice dimensions for educators and Educational and Child Psychologists. Accentuating benefits accruing from interest-based learning across policy and curricula, as well as including practical strategies in national and school-level programmes, presents a pragmatic way forward to mitigate barriers to inclusion and transform Autistic children’s educational experiences (O’Sullivan & Ring, 2024; Ring, 2024).
"I can do this... if you do this...": parent coaching with fathers of autistic children
(2025-07) Donohue, Ciara
Background and aims: Early intervention (EI) from as early as 2 years has been shown to have positive long-term outcomes for autistic children and their families. The involvement of caregivers in EI is seen as critical and is in line with family-centred practice (FCP). Successful parentmediated interventions have utilised parent-coaching as an instructional approach to optimise adult learning. At present, there appears to be a lack of parent-mediated interventions which actively include fathers. This research aimed to evaluate the use of a parent-coaching intervention with fathers of autistic children to overcome this gap. Sample: Two father-child dyads were recruited via convenience sampling. Both children were autistic and aged 4 years. Method: Intervention goals were derived from the Social Communication Emotional Regulation Transactional Supports (SCERTS; Prizant et al., 2006) framework. Through this framework goals are framed from the child’s perspective, e.g., “I can enhance my social communication by communicating for many different reasons when my communication partners model a variety of different communication functions”. This framework inspired the title of this thesis: “I [the child] can do this, when you [the fathers in this study] do this”. A single-subject multiple baseline design (MBD) was used to evaluate the effects of a parent-coaching intervention on fathers’ implementation of target goals. Pre- and post-intervention measures of autism-specific parental self-efficacy were also employed, while qualitative feedback was obtained post-intervention. Results: Both fathers demonstrated positive improvements in their fidelity across all 3 goals, which were maintained at follow-up. Overall, both fathers were satisfied with the intervention and reported positive improvements in their interactions with their children. In addition, both fathers reported small improvements in parental self-efficacy. Conclusion: Overall, the findings of this study support the use of parent-coaching as an effective instructional approach with fathers of autistic children. However, future research is warranted in the area before firm conclusions can be drawn.
Unmasking potential: exploring teachers' experiences of recognising and supporting autistic girls in mainstream primary schools using the Continuum of Support
(2025-08) Dolan, Madeleine
There is a growing recognition of the limitations of identifying autistic girls in a timely manner (Beeger et al 2013; Kirkovski et al 2013; Rutherford et al. 2016; Happé et al. 2016). This qualitative research explores primary school teachers’ perspectives and experiences in recognising and supporting autistic girls in mainstream education. Semi-structured interviews were conducted with 12 primary school teachers to elucidate experiences with recognising and supporting autistic girls in the school context using the Continuum of Support. Reflexive thematic analysis (Braun & Clarke, 2019) was employed to analyse the data, with NVivo software used to support the coding and organisation of themes. The ultimate aim of this research is to discover factors apparent to teachers that contribute to successful recognition and support for autistic girls, ultimately providing timely support and improving outcomes for autistic girls in primary school. This research adopted a social constructivist paradigm. This perspective is essential for understanding autism beyond traditional, deficit-based models, focusing instead on how social and cultural factors shape the recognition and support of autistic individuals. Findings reveal that teachers often feel they lack knowledge and confidence in understanding autistic girls, leading to significant challenges in early recognition. Teachers reported relying on observable behavioural differences, yet many autistic girls mask their difficulties, complicating the process of recognising their needs. Additionally, the study highlights barriers such as limited resources, time constraints, and systemic biases in educational practices. Despite these challenges, participants demonstrated a commitment to fostering inclusive classrooms through individualised support, sensory accommodations, and collaboration with families and specialists. This study highlights the need for professional development tailored to recognising and supporting autistic girls. Recommendations include incorporating gender-sensitive approaches into teacher professional learning and creating school-wide frameworks for early recognition and support. By amplifying teachers’ voices, this research contributes to bridging the knowledge gap and enhancing the educational experiences of autistic girls in mainstream primary schools.
The neurodiversity paradigm: exploring the factors influencing educational psychologists’ attitudes and practices
(2025-03-21) Mulrooney, Aoife
Background: The neurodiversity paradigm (NP) and the Neurodiversity Movement (NM) have called for a shift away from traditional notions of pathologising neurological differences, such as autism, to instead embracing the diverse neurological profiles that individuals exhibit. Aims: The study aimed to explore factors influencing educational psychologists' (EPs’) attitudes towards the NP, NM, and neurodiversity-affirmative practice. It also aimed to identify factors influencing their professional practices and the prevailing neurodiversity-affirmative practices EPs apply when supporting Autistic children and young people (CYP). Sample: The sample included EPs supporting Autistic CYP in Irish disability and school psychology services. A total of 12 EPs participated in semi-structured interviews conducted online. Methods: The study adopted a qualitative design comprising semi-structured interviews. A realist approach to thematic analysis (TA) (Wiltshire & Ronkainen, 2021) was employed to analyse the interview data. Results: The study explored the affective, behavioural, and cognitive components as themes that shaped EPs' attitudes. Subthemes identified in the affective domain reflected EPs' ethical concerns about traditional behavioural approaches, discomfort with the divisive nature of the NM, and differing confidence levels in using neurodiversity-affirmative practices. Learning experiences, reflective practices, and ineffective approaches were identified as subthemes influencing the behavioural domain of attitudes. At the same time, variations in knowledge of the NP and opinions on the NM were identified as subthemes in the cognitive domain. Results also highlighted shifts in EP’s adapting to neurodiversity-affirmative practices within assessments, consultations, interventions, and language. EPs perceived autonomy over their practice, enabling adherence to neurodiversity-affirmative approaches. They reflected varied perceptions of colleagues' practices and were hopeful of acceptance from the Autistic community. Conclusions: This study demonstrates the multifaceted nature of EPs' attitudes towards the NP and NM and emphasises the need for professional development. It also calls for further robust research on the potential outcomes of neurodiversity-affirmative approaches in supporting Autistic CYP.
Making children visible: using student voice to shape inclusive practice in mainstream post-primary schools in Ireland
(2025-03-19) Mannion, Nicola
Ratification of the United Nations Conventions on the Rights of the Child (UNCRC) in 1989 initiated academic, political and community interest and commitment to advancing advocacy and support for children, their rights, their voice and their participation in all decisions which affect them (Jones and Marks 2017). Accordingly, children’s policy developments in national and international contexts centered on listening to the voices of children and young people to achieve better outcomes for all. However, the voices of children with Special Educational Needs and Disabilities (SEND) are rarely consulted (Alderson and Morrow 2020). Children with SEND tend to be the end users of policies and practices developed and implemented in their name without their consultation or participation (Kilkelly et al. 2004; Lundy et al. 2014; Moloney et al. 2021). This is evident in education policy. With an increasing number of students with SEND in mainstream schools and with the National Council of Special Education (NCSE) recommending a progressive realisation towards an inclusive education system (NCSE 2024), it is timely that we listen to the voices of children with SEND to examine what is working well and what needs to change to enhance inclusive practice in our schools. Consequently, this research set out to explore the experiences and perspectives of 13 students with intellectual disabilities (ID) in mainstream post-primary schools in Ireland. It aimed to understand if these experiences were barriers or facilitators to participation in the life of the school, including decision making. Framed within the transformative paradigm this research situated children with ID as co-researchers and agents of change. However, research with children, particularly children with disabilities, can pose methodological and ethical challenges (Keenan 2016). Consequently, Photovoice as a participatory visual research method was chosen to support students to voice their experiences. It’s use operationalised Lundy’s Model of Participation (2007), which severed as the theoretical and methodological framework for this study by providing space, voice, audience and influence which are necessary for children as right-bearing citizens to express their views and have their voices heard in an ethical inclusive manner. Findings highlight the complexity of the lived experience of students with ID in mainstream schools, as they navigate places, spaces and people who challenge and support them in their school journey. Barriers and facilitators which influence the participation of students with ID, including their participation in decision making, emphasise the complexity of inclusive practice. Findings stress tensions and dilemmas between the voices of students with ID, the voices of adults, and national and international policy. These tensions call for a reimagining of support structures which address individual needs, not categories of disabilities. This has implications for policy and practice and emphasises the necessity to listen to the voices of students with ID to enhance inclusive practice in our schools.
The lived experience of Hospital school stakeholders in Ireland
(2025-03-19) McGillen, Shauna
Background: Literature indicates that increasingly more children are living with serious medical conditions whilst continuing their education. Hospital schools (HSs) allow hospitalised children to continue their schooling while providing them with a sense of normalcy and support. There is, however, limited research conducted on HSs globally. As such it is unknown whether these schools are meeting the needs of their students, staff and the families attached to them. Aims: The purpose of the study was to explore the experiences of the HS through individuals who attend, work in, or have a child attending a HS. To do this, the study included HS students, their caregivers, and HS teachers. Sample: The study utilised purposive sampling to recruit participants from one Irish HS. Participants (N = 7) included two HS students, aged 8 and 14 years old, two parents, and three HS teachers. Method: This exploratory qualitative research was situated in the interpretivist paradigm and underpinned by a Multiperspectival Interpretative Phenomenological Analysis (IPA) design. Data were collected from all participants through semi-structured interviews (SSIs) in order to gain in-depth insight into participant experiences. Kinetic School Drawings (KSDs) were also completed with student participants in order to elicit their individual voices. Results: KSDs indicated overall positive HS experiences, with elements such as mode of hospital education delivery impacting on relationship with peers and teachers, and feelings associated with the physical HS environment. Analysis of SSI data revealed two overarching themes: the role of the HS is to promote student wellbeing; and the systemic landscape of paediatric education in Ireland. Conclusion: The findings extend the limited empirical literature on HS stakeholder experiences, particularly within the Irish context. Results are discussed in relation to implications for school practice, educational psychology practice, future research and policy development.
Augmentative and Alternative Communication (AAC) in Irish mainstream primary schools: staff experiences and inclusive practices
(2025-03-19) Herron-Rice, Clodagh
Background: Inclusive education for students with additional needs has been denoted in Irish educational policies for three decades, as well as in international literature and human rights legislation with increasing emphasis. Research has shown that many students with Complex Communication Needs (CCN) are effectively supported by Augmentative and Alternative Communication (AAC). UNESCO defines AAC as “communication systems used to replace speech either on a regular or occasional basis” (Hersch, 2020, p.51). Aims: This research question asks how students using AAC are included in Irish mainstream primary schools. A qualitative mixed-methods sequential design was employed to explore the inclusive practices and experiences of staff supporting students using AAC. Sample: 17 participants took part including primary school teachers and Special Needs Assistants (SNAs) with varying experience in supporting students with CCN who use AAC. Methods: A survey was delivered online and analysed using Reflexive Thematic Analysis (RTA). Following this, three survey participants (one teacher and two SNAs) who work together to support a child using AAC, took part in semi-structured interviews. Interviews were analysed using Multiperspectival Interpretative Phenomenological Analysis (IPA). Results: Survey analysis resulted in four overarching themes related to structure, roles of individuals across the school environment, training, and time as both a limitation and a source of hopefulness. Interview participants also discussed barriers and facilitators of AAC use, inclusive practices, social interaction and communication. Conclusions: Findings indicate that currently AAC is more often used in structured lessons with staff compared to social interactions with peers, although staff sometimes engage in novel, unstructured peer training. Evident across responses were strong feelings related to the inclusion of this cohort of students. Implications were noted for the choice of AAC, creating opportunities for interactions, and the need for whole-school approaches to staff training and AAC use.
An exploration of the implementation of a mathematics dynamic assessment with pupils experiencing mathematics difficulties in the Irish education system using Yin's case study methodology
(2025-03-19) Cunniffe, Seamus
Aims: The current research project aims to explore the implementation of a dynamic assessment of curriculum-based mathematics tasks in the Irish primary school context and address the question of how this process can support a student with maths difficulties. The study embraces a broad conceptualisation of dynamic assessment considering how this process may reveal psychological constructs in the zone of proximal development (Vygotsky & Cole, 1978), and how this process may improve propensity to learn by targeting deficient cognitive learning functions in accordance with the theory of structural cognitive modifiability (Feuerstein et al., 1991). Methods: A multiple case study design (a pilot and 2 cases) using Yin’s (2009) methodology was employed. Each case comprised of a triad of a child exhibiting maths difficulties, the class teacher and the special education teacher. Case propositions that structured the design and analysis are based on Vygotsky’s zone of proximal development and Feuerstein’s theory of structural cognitive modifiability. Analysis: Qualitative data was obtained in the form of initial assessment and error pattern analysis, transcribed video recordings of dynamic assessment sessions, and semistructured interviews with the pupil and teachers. Thematic analysis was used to identify relevant domain general and specific learning functions. Pattern matching analysis was used to identify patterns within the data consistent with those predicted by the theories of the ZoPD and SCM. Results and Implications: Results suggest that the implementation of a mathematics dynamic assessment procedure can identify domain general and specific constructs that are in development. Moreover, patterns of empirical data align with the theory of SCM and suggest that by targeting deficient learning functions through the implementation of mediated learning experiences, mathematics attainment can be improved. These findings have implications for schools consistent with national guidelines for assessment (NCCA, 2008). The implications of these findings for EPs are dependent on the extent to which this process meets a need for schools and the number of sessions required to produce significant and lasting improvements.
Wellbeing in Irish primary schools: an exploration of educator experiences of the three-tiered continuum of support framework in supporting pupil wellbeing needs
(2025-03-19) Dineen, Caroline
This study explores the experiences of school principals, class teachers, and special education teachers in implementing the three-tiered Continuum of Support framework (CoS) to address pupil wellbeing needs in Irish Primary Schools (Department of Education and Science , 2006). Guided by the second generation of the Cultural-Historical Activity Theory (Engeström, 1987), the research questions aim to explore the dynamics between these key educators and the components of the CoS, emphasising areas of tension, collaboration, and opportunity. Employing a mixed-methods sequential explanatory design, an online survey was first used to gather quantitative data from a national sample (N=136). The descriptive statistics obtained were utilised to inform the subsequent qualitative phase. Semi-structured interviews were conducted with a subsample of nine participants across various educational contexts and analysed using reflexive thematic analysis (Braun & Clarke, 2021). The findings revealed insights into existing wellbeing support practices and potential areas for improvement. Opportunities for a more inclusive support system in Irish primary schools are identified, contributing to evolving policy and practice discussions for students with wellbeing needs. By highlighting educators' experiences, this study identified actionable areas for consideration and improvement. It adds valuable perspectives to discussions on effective multi-tiered support on the ground, fostering holistic pupil development within a supportive educational environment.
An exploration of educational psychologists' experiences of working with children and young people from refugee backgrounds in Ireland
(2025-03-19) Delaney, Naoise
Children and Young People (CYP) from refugee backgrounds are likely to have been exposed to traumatic events, have been required to adjust to a new environment, while also learning an additional language, and adjusting to a new culture. Since February 2022, there has been a rapid increase in CYP from refugee backgrounds enrolled in Irish schools. Educational Psychologists (EPs) play a crucial role in supporting CYP who are vulnerable within the school context. The objective of this research was to identify and explore EPs’ experiences of supporting the needs of CYP from refugee backgrounds in Ireland, highlighting what has worked well, the challenges faced by EPs, and whether this work has changed for EPs over the last two years. Interpretative Phenomenological Analysis (IPA) was the methodology used for this study. Four participants engaged in individual, in-depth semi-structured interviews. Participants were recruited through criterion-based, purposeful methods, consisting of EPs working in the National Educational Psychological Service (NEPS) who had experience working with CYP from refugee backgrounds. Four key themes were identified: adapting current approaches to support CYP from refugee backgrounds, supports for EPs working with CYP from refugee backgrounds, supporting the school environment, and acknowledging the impact of culture, policies and accessing support. This research also highlights and explores areas that need to be addressed in professional training programmes for psychologists as well as implications for educational psychology practice and policy.
Perspectives on enhancing a culture of learner voices in a 21st century post-primary school
(2025-03-19) Chapple, Katie
The United Nations Convention on the Rights of the Child (United Nations 1989) gave children the right to be heard on matters that concern them. Ireland, like much of Europe since the mid 1990’s has had an explicit focus on the learner at the heart of the education system (Ravenhall 2007; Lamb 2011). While the rights of the young person are recognised in policy, these rights have yet to be fully realised in the lived experiences in classrooms in post-primary education settings (Skerritt et al. 2023). This research explored the perspectives of post-primary school stakeholders regarding enhancing a culture of eliciting the voices of learners in one setting. This constructivist, insider, case study accumulated knowledge by engaging with learners, teachers, senior leaders, parents, and the Board of Management. Through action research, teachers focused on one method of eliciting voices in their classes and listened to the voices of learners regarding their views on teaching, learning, assessment and engagement. Perspectives were gathered through anonymous questionnaires, interviews, observations, learner focus groups, a teacher round table discussion and teacher reflection journals. Lundy’s (2007) model of child participation framed the review of the literature, the research design and the findings to investigate a lived experience of interaction with this model of participation in one school setting. The study found that while space is important to give a place for voices to be elicited, there must be a variety of mechanisms in place to elicit diverse voices. Positive relationships are integral to the process. When eliciting voices, choice and anonymity were factors that increased the likelihood of gathering an authentic response. The audience has an integral role in supporting the elicitation of voices, but also in opening a dialogic process to aid and empower young people to participate. Finally, while the learners influenced changes, shared decision making is not an easy commodity to achieve. Influence is dependent on the altruistic adult to encourage habitual voice elicitations so the culture can survive and thrive. While eliciting voices in this case study was a largely positive experience, there were many complex tension revealed including a distaste for the term ‘student voice’ as it does not honour the dialogic process of listening and responding to voices. The study also revealed an anxiety among teacher when listening to young people about teaching and learning. Finally, there are many conscious and unconscious biases that exist which have an adverse effect on the purity of authentic responses.

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