Browsing Special Education (Theses) by Title
Now showing items 44-62 of 62
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Parent-child interactions: what is the role of smartphones?
(2022-04-06)Background The importance of parent-child attachment in supporting child wellbeing and development has been well-documented in the literature. However, modern technologies may act as a barrier to parent-child interactions. ... -
The perceptions of Irish school personnel of critical incident training and critical incident response from school psychological services and other services: an appreciative inquiry
(2023-10-23)Background: The National Educational Psychological Service (NEPS) defines a Critical Incident (CI) as: “any incident or sequence of events which overwhelms the normal coping mechanisms of the school” (Department of Educational ... -
Perspectives on enhancing a culture of learner voices in a 21st century post-primary school
(2025-03-19)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 ... -
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 ... -
The relationship between individual achievement and class-average achievement on pupils' intrinsic motivation
(2022-04-05)Background: Three decades of research have investigated the relevance of the big-fish-little pond effect (BFLPE) and the internal/external frame of reference model (I/E model) to pupils’ academic self-concepts (ASCs). The ... -
The role of physical activity and outdoor play in the socio-emotional development of children in Ireland
(2021-02-23)The Role of Physical Activity and Outdoor Play in the Socio-Emotional Development of Children in Ireland Emma Hilliard Aims Physical activity and outdoor play is thought to have a number of benefits for healthy ... -
School life following acquired brain injury: an interpretative phenomenological analysis of the experiences of adolescents, their parents and teachers in the Irish context
(2023-09-29)Aims: Research on acquired brain injury (ABI) has acknowledged the importance of environmental factors in the rehabilitation process. Given that adolescents spend a large proportion of their time in the school setting, ... -
Sleep, problematic smartphone use and mental toughness: exploring the effectiveness of a school-based sleep promotion intervention
(2022-04-05)Background and Aims: Sleep is a protective factor against mental and physical ill health. However, evidence suggests that a minority of adolescents meet the established sleep duration recommendations. In addition, evidence ... -
Support and space: exploring the implementation of a neuroaffirmative self-regulation framework for autistic children encompassing environmental, social and cognitive supports
(2025-03-18)The United Nations Convention on the Rights of Persons with Disabilities (United Nations, 2006) has called for a global human rights approach to remove barriers to enable the full participation of people with disabilities ... -
Teacher perspectives on the transition planning process into post-secondary education (PSE) for students with a diagnosis of autism in post-primary schools in Ireland
(2020-01-08)Aims: This study explored teachers’ perspectives on transition planning (TP) into post-secondary education (PSE) for students with autism attending mainstream classes or an Autism Spectrum Disorder (ASD) unit attached to ... -
Transition to post-primary school in Ireland: exploring the voices of children with mild intellectual disabilities
(2025-03-18)Background: The transition from primary to post-primary school is one of the key junctions in education for young people. With school playing a key role in the lives of students, the shift from a familiar to novel environment ... -
Trauma-informed approaches in schools: the efficacy of the ‘trauma-sensitive schools training package’
(2020-12-17)Background Experiencing childhood trauma can cause substantial negative lifelong outcomes. Research demonstrates educational settings may mitigate against these adverse effects by adopting whole-school, trauma-sensitive ... -
The utility of the continuum of support framework in supporting class teachers and special education teachers in the identification and monitoring of pupil
(2022-04-01)Background: The context for this study was prompted by the introduction of a new model for the allocation of special education teaching resources for mainstream schools (National Council for Special Education [NCSE], 2014; ... -
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)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 ... -
What are primary school teachers' attitudes toward introversion in students?
(2023-11-06)The existing literature suggests a potential implicit social desirability associated with the extrovert personality and as a result, extroverts are accommodated across various work and educational settings, leading to a ... -
What is strong over what is wrong: an exploration of Irish educational psychologists' use and perceptions of strengths based practice
(2023-11-03)The present research aims to explore how Educational Psychologists (EPs) employ strengths based practice (SBP) and to elicit their thoughts and experiences of working from a strengthsbased lens. Research in the area of SBP ... -
What works: exploring the impact of a modified, universal, emotional regulation module for transition year students in an Irish post-primary school
(2019-11-12)Aims: The aim of this research was to explore the impact of a modified, emotional regulation module for a universal group of adolescents (Mean Age=15.49), in an Irish post-primary school. The study sought to examine ‘what ... -
“Who minds the minders”: a mixed methods examination of Irish primary school teachers’ experiences of and perspectives on supporting pupils exposed
(2022-04-05)Background Adverse Childhood Experiences (ACEs) have the capacity to influence neurobiological processes, impacting upon children’s cognitive, social, emotional and behavioural wellbeing, which can impede their ability ...