NEWS ARCHIVE (Sept 2015- Sept 2016)
July 12th 2016
Dr John Kubiak has a new publication out in The International Journal of Learning in Higher Education. The article is titled: 'Using Concept Mapping as a Learning Tool for College Students with an Intellectual Disability'.
This article outlines how students with an intellectual disability (ID) used concept maps as a learning and research tool in a post-secondary education (PSE) program. Concept mapping is described as a graphical tool used for organizing 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 program for people with an ID. Examples are provided from a small group of students who used concept maps as 1) a learning tool for gaining a greater understanding of 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 an ID can be supported both individually and collaboratively to develop and progress their learning skills through the use of concept mapping.
Concept Mapping, Students with Intellectual Disabilities, Post-secondary Education Programs, Higher Education, Inclusive Research
The International Journal of Learning in Higher Education, Volume 23, Issue 2, June 2016, pp.7-21. Article: Print (Spiral Bound). Published online: April 29, 2016 (Article: Electronic (PDF File; 965.943KB)).
About Arts, Science and Inclusive Applied Practice
Arts, Science and Inclusive Applied Practice is a course for people with Intellectual disabilities.
September 2016 will be the first time this course will run.
It will be run by the School of Education in Trinity College Dublin.
It is a 2 year full-time course and will run from September to April each year.
The fees for the course will be €3,000 per year.
The course is pending accreditation as a Level 5 Major Award.
Students will study modules across six interdisciplinary themes:
- advanced learning theories and self-development;
- In this theme students will learn about different learning skills and how they can use these in College. They will also have occupational therapy groups and individual meetings.
- applied research theories and practice;
- In this theme students will learn about research methods and will carry out their own research project.
- applied science, technology and maths;
- In this theme students will learn about science, maths and health. There will be a focus on how they can use this knowledge in life outside college.
- business and marketing;
- In this theme, students will learn about marketing strategies and how to create a business plan. They will also complete a work placement.
- advocacy, rights and culture;
- In this theme, students will learn about human rights and learn the skills needed to advocate for their rights and the rights of others.
- fine arts and languages
- In this theme students will learn about languages, art and poetry and will develop skills to express themselves.
How to Apply
There are three parts to the Application:
1. Form A: Student Application Form
The student application form helps us to learn more about you. It gives you a chance to tell us what you are good at, why you want to do the course and what type of supports can help you to do well.
All applicants must complete this form.
You can download the Form A from below:
Form A: Student Application Form
You can download a sample form A to help you understand how to fill in this form from below:
Sample Student Application Form
2. Form B: Application Form for Schools
Form B should be submitted by applicants who are in school or have left school recently (in the last 3 years). You should give this form to your school and ask them to send it back to you.
You can download Form B below:
Form B: Application Form for Schools
If you completed school more than 3 years ago but still feel that you may be suitable for this course please email firstname.lastname@example.org to request alternative application documents.
3. Evidence of Disability Documents
Arts, Science and Inclusive Applied Practice is a course for students with Intellectual disabilities. Submitting evidence of your disability helps us to make sure you are a suitable candidate for studying this course.
It also makes sure that staff members in the Trinity Centre for People with Intellectual Disabilities have the information they need to make sure that you can be supported as much as possible to learn and participate in College life.
You should provide evidence of your primary (main) disability and any other disabilities you have.
Preferred documents are:
- Report from consultant/specialist
- Educational Psychology report
- Individual Education Plan (IEP)
Other documents you can submit are:
- Occupational therapy report
- Speech and language therapy report
- Physiotherapy report
- Clinical psychology report
Your application should contain:
- Form A: Student Application Form
- Form B: Application Form for Schools
- Evidence of Disability Documents
You can download an application checklist to submit with your application here: Application Checklist
You will need to send all of these documents by email or post.
Email Address: email@example.com
Trinity Centre for People with Intellectual Disabilities,
3 College Green,
You will be contacted within 2 weeks of the deadline to let you know if you will be invited to attend the interview day or not.
All interviews will take place on Tuesday 28th June 2016
22nd April 2016
We are delighted to announce we are having an Open Day to introduce our new Course named 'Arts, Science & Inclusive Applied Practice' (formerly known as 'the Certificate in Contemporary Living Course'). This will take place at The Trinity Centre for People with Intellectual Disabilities, with details below:
Date: Tuesday May 17th 2016
Location: Room 4.02, 4th Floor, 3 College Green, Dublin 2
Time: 5.30 - 6.30pm
Application form will be available on the website following Open Evening. Please note that this course is pending accreditation approval.
RSVP's should be sent to Ms Sheila Mc Groarty firstname.lastname@example.org to confirm attendance on the Evening.
08th March 2016
For full poster details, please click here
This past Michaelmas term was the first time in the history of TCD that students with intellectual disabilities registered with Disability Service and accessed some of the supports available to students with disabilities. Although this is an important first step towards ensuring equality and inclusivity of students with intellectual disabilities, current policies and procedures must be re-evaluated to ensure they are appropriately meeting the needs of students with intellectual disabilities to participate in university life. The first step to this examination of perspectives and practice is to ask students with intellectual disabilities to reflect on their university experience and have them identify barriers and supports to attending college and participating in college life. The students from the Trinity Centre for People with Intellectual Disabilities have been engaging in a participatory action research project where they have been examining the barriers and supports to participating in college life with a disability. Students have been key players in the data collection and analysis process of the research project and will be disseminating their research findings at this event. This event will showcase the work of students and inform the extended college community on how best to support the inclusion of students with disabilities in university through policy and practice.
11th Feb 2016
The Trinity Centre for People with Intellectual Disabilities has been selected as one of the recipients of the 2015/16 Trinity Equality Fund Awards. The awards provide funds to staff and students on a competitive basis for a variety of equality initiatives and aim to raise awareness on equality issues and promote diversity in Trinity. The award will be used to aid the staff and students of the Centre to undertake a videography project to showcase the inclusive learning that takes place at Trinity College.
27th Nov 2015
Top Left: Hugo Mc Neill with Maeve Phillips and Cathy Gibson
Top Right: Hugo Mc Neill with Fiachra Costello and Cathy Gibson
Congratulations to our sports scholars from Trinity Centre for People with Intellectual Disabilities, Maeve Phillips and Fiacra Costello. Maeve & Fiacra received their awards from Mr. Hugo MacNeill who funded the scholarships for students from Trinity Centre for People with Intellectual Disabilities at the annual Trinity Sports Scholarships Awards 2015/16. Further reading about the Sports scholarship award can be found on link below.
DrJohn Kubiak has a new publication out in the INTERNATIONAL JOURNAL OF LEARNER DIVERSITY AND IDENTITIES. The article is titled: Researching Inclusively with College Students with Intellectual Disabilities
24th Nov 2015
Abstract: This paper reports on an inclusive research project which was conducted in one Irish higher education institution where a postsecondary educational (PSE) program is offered for students with intellectual disabilities (ID). A definition of inclusive research is presented and the current research project is placed within this framework with the roles of both participants (six co-researchers with ID) and sample (eighteen students with ID) outlined. This paper focuses on the processes of this collaboration and the benefits and challenges encountered. While the input and expertise of co-researchers were vital in providing guidance to the design and presentation of information on the research to their peers with ID, the participation of these students also involved risks. These included the identity shift that came with the role of co-researcher that was on occasions, problematic for co-researchers to navigate, and the inherent difficulties with the unequal power relationships between this current author and co-researchers. Despite these challenges however, it is concluded that the participation of these co-researchers with ID goes some way in addressing preconceived notions that come with the label of ID, and that the research field stands to benefit significantly from their involvement.