Search
Now showing items 1-10 of 43
The effectiveness of an online dialogic reading intervention for improving the oral language skills of children attending a DEIS school in Ireland
(2023-10-02)
Background: Dialogic Reading (DR) is a well-established, evidence-based, interactive reading intervention. Research indicates that children from low-socioeconomic backgrounds benefit less well from this intervention than ...
An appreciative inquiry into coaches’ perspectives on the inclusion of young people with autism in sport clubs in Ireland
(2023-10-02)
Background: Young people with autism spectrum difference (ASD) engage in fewer physical activities and participate less frequently in sport than their peers. To date, research has focused on the barriers to the participation ...
The effectiveness of a school-based test anxiety intervention at primary-level
(2023-10-02)
Background Test anxiety (TA) is characterised as an extreme fear of assessment which has a debilitating effect on performance. Despite growing concern over TA in primary-level education in Ireland, research on evidence-based ...
All singing from the same hymn sheet? An exploration of the lived experiences of joint work between Irish mainstream primary school teaching staff and NEPS psychologists to facilitate inclusion between 2015-2020.
(2023-10-02)
Background. The role of the NEPS psychologist is said to have evolved in recent years in response to the global inclusion movement. In Ireland, the introduction of Circular 0013/2017 provided primary schools with greater ...
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, ...
‘Getting into the nucleus of the school’: experiences of collaboration between special educational needs co-ordinators, senior leadership teams, and educational psychologists in Irish post-primary schools.
(2023-09-27)
Objective: The research explored barriers and facilitators to collaboration between National Educational Psychological Service (NEPS) psychologists, Special Educational Needs Co-ordinators (SENCOs) and Senior Leadership ...
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 ...
"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 ...
Exploring the effects of a classroom-based climate change intervention on secondary students in Ireland
(2023-10-24)
Objective: This research considers the degree to which participation in an 8–10-hour interactive climate change education (CCE) module affects secondary school students’ knowledge, attitude, behaviour, and values about ...