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You are here Research > Research Groups > Inclusion in Education and Society (IES)

Publications

  • Dr Miriam Twomey and Professor Michael Shevlin, Director of the IES, at the School of Education, TCD have published a journal article. 'Parenting, autism spectrum disorders and inner journeys' in the Journal of Research in Special Educational Needs (JORSEN) in November 2016.
  • Miriam has also published a paper on transitions for young children with ASD with the Children's Research Network of Ireland and Northern Ireland (CRNINI). 'Space and Place' has been published in the Children' Research Digest in December 2016.

    Miriam and her colleague Dr Clare Carroll from the Discipline of Speech & Language Therapy at the School of Health Sciences, NUI Galway, have successfully received a book publishing offer for an Edited Volume in the Peter Lang Education series. The title of the book is: Seen and Heard: Researching with Children - An Interdisciplinary Exploration of Children's Participation, Engagement and Voice. The book will be published early in 2018.


  • Natasha A. Spassiani, Noel Ó Murchadha, Maria Clince, Kieran Biddulph, Paula Conradie, Fiachra Costello, Lisa Cox, Eavan Daly, Orla Daly, Claire Middleton, Kelly McCabe, Maeve Philips, Steve Soraghan & Kristina Tully (2017), 'Likes, dislikes, supports and barriers: The experiences of students with disabilities in university in Ireland' Disability and Society. 32(6), 892-912.
  • Abstract

    There are more students with disabilities going to college than ever before. It is important that colleges understand the experiences of students with disabilities when in university. This research project was carried out by 12 students with intellectual disabilities who are enrolled in an Irish university, under the guidance of their lecturers. The project looked at four research questions: (1) what do we like about going to college; (2) what do we dislike about going to college; (3) what supports do students with disabilities experience to participation in college; and (4) what barriers do students with disabilities experience to participation in college? The results show many interesting findings about what students with disabilities experience in college and this information can be used to help colleges better support students with disabilities.

    Book chapter

    Kubiak, J., Spassiani, N., Shevlin, & O'keeffe, M. (in press). Developing higher educational programmes for people with intellectual disabilities in Trinity College, the University of Dublin, Ireland, in R. Slee (Ed.), People with intellectual disability experiencing university life. Sense Publications.

      The purpose of the book is to:

      Theoretically and philosophically argue the grounds for inclusion of students with intellectual disability within university education.

      Exemplify university life for students with intellectual disability.

      Provide a platform for debate on models of tertiary level inclusion within university settings.

      Gain insight into consequences of tertiary level inclusion and its relationship to post university life including work living and loving.


  • Kubiak, J. , (2017) Using 'voice' to understand what college students with intellectual disabilities say about the teaching and learning process. Journal of Research in Special Education Needs , Volume 17(1) 41–48.
  • Abstract

    There is a growing awareness of the value of using pupils' voices in educational research. At primary and second level, the principle of pupil voice has gained in profile over the last decade. However, in higher education, the use of voice in research collaborations remains under-theorised and under-utilised. This paper reports on an inclusive phenomenographic study undertaken with college students with intellectual disabilities (ID). It outlines how pupil voice can be used to gain a deeper understanding of the teaching and learning process. The strategies that promoted learner engagement and autonomy include establishing a supportive learning climate or environment, and promoting self-regulated learning strategies. These findings suggest that the use of pupil voice is fundamental to changing the way teachers think about students with ID and their learning.


  • Kubiak, J. (2016) Using Concept Mapping as a Learning Tool for College Students with an Intellectual Disability, The International Journal of Learning in Higher Education , 23, (2), 2016, p7 – 21.
  • Abstract

    This article outlines how students with an intellectual disability (ID) used concept maps as a learning and research tool in a postsecondary education (PSE) program. Concept mapping is described as a graphical tool used for organising and representing relationships between concepts and has been shown to have a positive impact on the quality of student learning, especially in higher education. This paper outlines how concept maps were used in one Irish university as a learning tool in an inclusive education college programme for people with ID. Examples are provided from a small group of students who used concept maps as 1), a learning tool for gaining a greater understanding their own learning processes, and 2), as a research tool for eliciting information and gathering data. Further research is needed to better understand how college students with ID can be supported both individually and collaboratively to develop and progress their learning skills through the use of concept mapping.


      Kubiak, J. (2016) Facilitating collaborative reflection: researching with college students with intellectual disabilities in, editor(s) Adele Flood and Kathryn Coleman , Reflective Practice in Learning and Teaching, USA, Common Ground Publishing, 2016, pp. 270 – 296.