DCU Centre for Inclusive Pedagogy
DCU Centre for Inclusive Pedagogy

Current Projects

The Irish Sign Language STEM Glossary

Dr Elizabeth Mathews is the instigator of The Irish Sign Language STEM Glossary which builds capacity for Deaf learners through the creation and dissemination of technical vocabulary in Irish Sign Language for STEM subjects.  It has grown since 2018 to include more than 1000 videos covering maths, biology, environmental science, physics, chemistry, neuroscience, obstetrics, and more.  It is the only glossary of its kind in Ireland and makes a significant contribution to inclusive pedagogy in deaf education.  In the last 12 months alone, the glossary has had over 7,500 page views. It has been funded by Science Foundation Ireland, AMGEN Biotechnology and the Institute of Physics.  

The Autism-Friendly Schools project

The Autism-Friendly Schools project (2022-2024) is funded through a prestigious COALESCE grant from the Irish Research Council awarded to Dr Sinéad McNally (PI) and Prof Mary Rose Sweeney (co-PI) and in partnership with Ireland’s National Autism Charity, AsIAm. COALESCE awards are made to interdisciplinary teams who demonstrate research excellence for solving major societal issues. Notable innovations of the project include the development of new participatory methods for autistic children.  Through meaningful consultation and child-centred participatory research, the project aims to capture the missing voices of autistic children in education with the objective of developing implementable supports for policy and practice. 

Review of Gifted Education

Dr Joe Travers, Dr Colm O Reilly (CTYI), Dr Neil Kenny and Dr Leanne Hinch (CTYI) are conducting a review of gifted education for the Department of Education. The review will cover the following areas:  Identification of children with exceptional abilities – what does the research tell us about how children’s exceptional abilities are identified / who is involved in this process at school level and at other service levels / does the research tell us anything about aspects of schools’ work in this area that need to be improved? Curriculum adaptations – does the research tell us about guidelines/guidance that is available to

schools in other jurisdictions / how other systems provide alternative programmes / accelerated curriculum pathways for these students / does the research tell us how mainstream teachers or special ed teachers should or could adapt their teaching?

Interventions with good outcomes – does the research tell us where systems have got it right? What was key for those systems? What challenges did they face? How do they measure the outcomes / performance of the students? Specialised progression routes – we don’t provide specialist routes for children with exceptional abilities. Other jurisdictions do – eg the FA school in England, specialist music schools eg Chethams in Manchester. Do these work / what’s the evidence?

Planning and Language Aims of the Autism Community and Educators (PLACCE Project)

The PLACCE Project is funded through the SCoTENS Seed Funding Scheme and was awarded to Dr Laura Gormley and Dr Devon Ramey (QUB). The aim of this practice-oriented research project is to compare and contrast the perspectives of the autistic community with those of educators working directly with autistic learners on the island of Ireland. By using inclusive participatory methods during all stages of our research, we plan to take the first step in understanding the values of the autistic community across Ireland and Northern Ireland and subsequently make recommendations to educators so their practice may better align with autistic people’s wants and needs. More specifically, we aim to: (a) reduce the use of pathologising and stigmatising language within educational settings, and (b) improve individual education planning (IEP) for autistic individuals. To achieve this, the following research questions will be answered by members of the autistic community and teacher educators, respectively:

a)  What are their terminology preferences when talking about autism?

b)  What are their priorities with regard to IEP?

c)  What are their satisfaction levels with regard to IEP?

Publications: 

Gormley, L., Ramey, D., Grennan, C., & Kóka, N. (under review). Language Preferences of the Autistic Community and Educators Living in Northern Ireland and the Republic of Ireland: A Mixed-Methods Investigation. Neurodiversity.

Gormley, L., Ramey, D., Grennan, C., & Kóka, N. (under review). Individual Education Plan (IEP) Priorities: Insights from the Autistic Community and Educators Supporting Autistic Learners. European Journal of Education.

Neurodiversity in the Workplace

Bank of Ireland and Accenture have joined forces with the School of Inclusive and Special Education to fund a 6-month study that will identify barriers and enablers to the participation of neurodivergent people in the workplace. The research will be led by Dr Aoife Brennan and Dr Laura Gormley. This research project aims to identify and explore the barriers and enablers to the participation of neurodivergent people in the workplace. Despite the adoption of the United Nations Convention on the Rights of Persons with Disabilities over 17 years ago, neurodivergent individuals still face significant challenges when it comes to employment. To better understand the workplace experience of neurodivergent people,  the current research will adopt a participatory approach, using a combination of creative and traditional research methods to consult with neurodivergent employees across workplaces in Ireland. Neuromajority employees in management and organisational roles, will also be invited to contribute to the study. The findings from this research will help inform the development of good practice guidelines for workplaces, ensuring that neurodivergent employees feel included and have a sense of belonging. Including both neurodivergent employees and their employers in this research will support a broader understanding of how neuro-affirmative workplaces can be developed.

Wellbeing: A Snapshot of Ireland’s Early Years Service Providers

The Federation of Early Childhood Providers has teamed up with Dr Laura Gormley to explore the subjective psychological well-being of members of the Federation of Early Childhood Providers. The Early Years sector has experienced significant change and upheaval in recent years. Over the past 4 years, the Federation of Early Childhood Providers, alongside other stakeholders, has protested lack of professional recognition, increased administrative workloads and inadequate funding. Within this context, wellbeing concerns have been raised, in relation to professionals working in this sector. A 2020 survey of providers indicated high levels of stress and anxiety. The Federation of Early Childhood Providers are currently interested in resurveying their members to develop an up-to-date understanding of the wellbeing of this cohort. Given the vital role that this sector plays in Irish life, it is important to have a regular and consistent understanding of this group’s wellbeing status. 

Removing Barriers to Participation: Developing National Guidance for the Inclusion of Disabled Children and Young People in Decision-Making

This project received the President's Award for Engagement in 2024: Removing Barriers to Participation: Developing Guidance for the Inclusion of Disabled Children and Young People in Decision-Making (dcu.ie).

Developed in collaboration with the Department of Children, Equality, Disability, Integration and Youth (DCEDIY), Hub na Nóg, National Disability Authority (NDA), Disability Working Group with representatives from Disabled Persons Organisations (DPOs) and other relevant organisations including civil society and advocacy organisations, and following consultations with children and young people, Dr Sylwia Kazmierczak-Murray and Kathryn O’Mahony (with Dr Alexis Carey, Independent Researcher) developed national guidance for the inclusion of disabled children and young people in decision-making. The guidance will ensure that the National Action Framework for Children and Young People’s Participation in Decision-Making 2023-2028  and The Lundy Model of Participation (Space, Voice, Audience and Influence) can be achieved inclusively.

(the guidance, toolkits and resources will be published very shortly on Hub na Nóg website: Toolkits & Guidance | Hub na nÓg (hubnanog.ie) 

School Completion Programme: A Review of Current Evidence to Support Equitable Allocation of Resources

The Department of Education is undertaking a programme of work to explore the allocation of resources to schools to address educational disadvantage. As part of this work, the OECD Strength Through Diversity: Education for Inclusive Societies Project have been invited to review the allocation of resources to support students at risk of educational disadvantage in Ireland.

The OECD review will provide an independent expert opinion on the current resource allocation model for the DEIS programme, which includes the School Completion Programme (SCP). To support this work, the Department has commissioned an external provider to complete a Baseline Reports/Literary Review on SCP. This Baseline Report will document the current position of the SCP using all available and relevant documents, reports and will assist to inform consultation with stakeholders. Dr Sylwia Kazmierczak-Murray has been commissioned to author this report. 

Review of the Implementation of Evidence-Based Programmes and Practices (EBPs) in School Completion Programme (SCP)  

Commissioned by Tusla Education Support Service, this research will provide a comprehensive review of the implementation of EBPs in SCP practice to inform future direction of CPD for SCP staff. Principal Investigator: Dr Sylwia Kazmierczak-Murray

A Comparative Study of the Experiences of Multiple Stakeholders within Autism Special Classes in Mainstream Schools in Ireland and the United States

Funded by DCU Institute of Education in collaboration with Arizona State University, this project aims to explore and compare the experiences of multiple stakeholders (school leaders, teachers, care staff, pupils, and parents) within special (autism) classrooms in both Ireland and the United States.

DCU Researchers: Dr Aoife Brennan (Principal Investigator), Dr Sylwia Kazmierczak-Murray, Dr Carol Ann O’Sioran, Dr Anna Logan 

Interprofessional Practice of Teachers and Speech and Language Therapists to Support Literacy Outcomes for Learners Experiencing Literacy Difficulties Including Dyslexic Learners

This project aims to explore current interprofessional practice of Irish teachers and SLTs to support literacy outcomes for dyslexic learners. 

Principal Investigators: Dr Paula Lehane (Phase One) and Dr Sylwia Kazmierczak-Murray (Phase Two) 

Co-PI: Christina Hannify 

Progressing Accessible Supported Transitions to Employment - Longitudinal (PASTEL) - An Evaluation of the WALK PEER Supported Transition Pilot under Action 1.5 of the Comprehensive Employment Strategy for People with Disabilities (2015)

Funded by the DE

This project proposes to develop the concept of “supported transition” for school leavers with intellectual disabilities to engage with mainstream opportunities in further and higher education, training and employment. The project will test the concept through validation of the WALK PEER model and evaluated against transitions to life-long health funded “day services.” Collaboration between schools and school leavers, parents and carers, disability services and further / higher education providers, employers, and public service stakeholders to support the research and guide future actions will provide opportunities for the development of partnerships, sustainability of the project and future research opportunities. The research will involve all of the stakeholders who are currently involved with the project.

Expected Outcomes/Outputs

  • Develop an effective, innovative, and replicable model of support to facilitate transition that will support young people with disabilities to progress towards their career aspirations. 
  • Raise expectations and awareness across the breadth of stakeholders involved and society at large about the aspirations and capabilities of young people with disabilities
  • Facilitate an effective cross departmental collaboration which underpins the CES (2015), promote the development of networks, and share expertise. 
  • Increase awareness amongst school guidance counsellors on the specific needs of young people with disabilities at the point of exit from compulsory education.  
  •  Disseminate the findings  through a national forum on Progressing Accessible Supported Transitions to Employment for young people with disabilities from compulsory education to HE/FE  and/ or employment

PI: Dr. Geraldine Scanlon

Research Team: Dr. Alison Doyle, Leanne Connolly 

Teideal an Taighde:

Taighde ar Riachtanais Speisialta Oideachais (RSO) in iar-bhunscoileanna Gaeltachta agus lán-Ghaeilge agus in aonaid lán-Ghaeilge (iar-bhunscoileanna T1).

Príomh-Imscrúdaitheoir: An Dr. Sinéad Nic Aindriú, Scoil na Teanga, na Litearthachta agus an Oideachais Luath-Óige, Institiúid Oideachais, OCBÁC.

Funded by COGG

Identification of children with SEN can be more challenging in minority language/immersion learning environments. This is particularly the case when they are being immersed in a minority language, such as Irish. This is because fewer assessments, interventions, and resources are available through the medium of Irish (Andrews, 2020). This mixed methods study seeks to investigate the prevalence and types of SEN in Gaeltacht and IM post-primary schools, the practices in place to identify students with SEN, and the challenges that these settings face when meeting the needs of their students. In the first stage, all the Gaeltacht and IM post-primary schools in the Republic of Ireland and Northern Ireland will be asked to complete an anonymous online survey on the topics outlined above. In the second stage, teachers from these schools will be asked to undertake focus group interviews on these topics to gain more in-depth data on same. Undertaking research around special education provision for these Gaeltacht and IM post-primary educational settings is crucial for several reasons: (1) Research in this area will allow for further development of the identification and implementation of effective early intervention strategies. (2) Research can shed light on effective strategies to create inclusive environments that benefit both children with special needs and their typically developing peers. (3) Research findings can inform the development of training programs in SEN/inclusion for Gaeltacht and Irish-medium post-primary teachers. (4) Research in special education can also focus on involving and supporting parents. Providing resources, information, and strategies for parents to understand and support their children's unique needs can positively impact a child's development. (5) Research findings can contribute to the development of policies that promote inclusivity and support for special education in Gaeltacht and Irish-medium post-primary settings. Advocacy for appropriate resources, funding, and policy changes based on research evidence can have a significant impact on the overall quality of special education programs. (6) There is limited existing research in the field of special education, there may be gaps in understanding the unique challenges and opportunities within Gaeltacht and IM post-primary settings. Conducting research specifically tailored to this group can fill these gaps, providing a more comprehensive understanding of effective interventions and support mechanisms. 

Play for Inclusive Education on the Island of Ireland

PIs: Dr Sinéad McNally and Professor Victoria Simms (Ulster University)

Research Team: Christina O’Keeffe, Colette Duncan 

Funder: SCoTENS

The aim of this research project was to develop a survey to gather the attitudes of primary school teachers across the island of Ireland towards play, including a special focus on attitudes towards play for the inclusion of autistic learners within primary school classrooms. Given the significant lack of research in this area, the project sought to provide insight into primary school teachers’ current play beliefs across the island of Ireland and facilitate the development of a measure of teachers’ play beliefs for future research.

Play is central to early childhood development (Singer, Golinkoff & Hirsh-Pasek, 2003; Whitebread et al., 2012). This is reflected within both national (NCCA, 2009) and international policy recommendations (UNCRC, 1989). However, it remains unclear as to whether such values translate into practice. As a result, it is timely to systematically examine teachers’ perceptions of play within primary school education and to provide data on a significant gap within the play literature. 

The SCoTENS seed funding supported a pilot study of teacher and child attitudes to play in education and involved several key data collection phases in order to develop a robust and rigorous measure of teacher attitudes to play in education. The questionnaire developed in this study will be tested and validated beyond the lifecycle of this project and will become an openly accessible resource, making an important contribution to play research. By developing a robust instrument to ascertain teachers’ attitudes towards play and play for inclusion of autistic learners within the classroom, our measure will facilitate future rigorous research in this field. Given that this is an emerging area of research, this project involved close consultation with key stakeholders (Milton, 2019; Fletcher-Watson et al., 2019) whereby parents and teachers of autistic children and school-aged children were invited to contribute their views at the beginning of the project, in formulating interview and survey content including aspects that they feel are important in the context of this research.