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"Nothing about me without me": exploring how educational psychologists in Irish disability, educational and primary care services elicit and represent the voices of school aged children and young people with special educational needs
(2023-10-23)
Background: National and international policy stipulate the importance of listening to the voices of children and young people (CYP) with special educational needs (SEN). During consultation, educational psychologists ...
Evidence-based practice to develop social communication competency: listening to the voices of teachers of autistic children
(2023-10-24)
In education research, there is a firm belief that reflecting on inclusive pedagogy is imperative for teachers, as effective inclusion means considering the child’s needs on all levels and adopting appropriate practices ...
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 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 ...