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Dr. Joanne Banks
Assistant Professor, Education

Biography

Dr Joanne Banks is a lecturer and researcher in inclusive education at the School of Education in Trinity College Dublin. Joanne's research interests are in the field of inclusive education and educational inequality. She has published widely on the social and academic experiences of students who experience barriers to learning in mainstream education. She is creator/presenter of the Inclusion Dialogue podcast series.

Joanne welcomes queries from prospective Masters and Ph.D. students who are interested in the following topics: inclusive education, disability and education, educational disadvantage and inequality.

Publications and Further Research Outputs

Peer-Reviewed Publications

Michael Shevlin, Joanne Banks, Inclusion at a Crossroads: Dismantling Ireland's System of Special Education, Education Sciences, 11, (4), 2021, p161- Journal Article, 2021

A Winning Formula? Funding Inclusive Education in Ireland in, editor(s)Goldan, J., Lambrecht, J. and Loreman, T. , Resourcing Inclusive Education (International Perspectives on Inclusive Education, Vol. 15, Emerald Publishing Limited, 2021, pp7-19 , [Joanne Banks] Book Chapter, 2021 URL

Joanne Banks, Financing Inclusive Education: Implications for the Implementation of Inclusive Education, ECER symposium , Education and Society: expectations, prescriptions, reconciliations, Geneva, September 2021, 2021 Oral Presentation, 2021

Joanne Banks, Una formula vincente? Il finanziamento dell'inclusione scolastica in Irlanda, L'integrazione scolastica e sociale , 20, (1), 2021, p1 - 17 Journal Article, 2021 URL

Examining the Cost of Special Education in, editor(s)Umesh Sharma , Oxford Research Encyclopedia of Education, New York, Oxford University Press, 2020, [Joanne Banks] Book Chapter, 2020 DOI

Ann Devitt, Colm Ross, Aibhín Bray and Joanne Banks, Parent Perspectives on Teaching and Learning During Covid-19 School Closures: Lessons Learned from Irish Primary Schools, Dublin, Trinity College Dublin, July, 2020 Report, 2020 TARA - Full Text

Ann Devitt, Aibhin Bray, Joanne Banks, Eilís Ní Chorcora, Teaching and Learning During School Closures: Lessons Learned. Irish Second-Level Teacher Perspectives, Dublin, Trinity College Dublin, July, 2020 Report, 2020 TARA - Full Text

Aibhín Bray, Eilís Ní Chorcora, Jen Maguire Donohoe, Joanne Banks, Ann Devitt, Post-primary Student Perspectives on Teaching and Learning During Covid-19 School Closures: Lessons learned from Irish Students from schools in a Widening Participation Programme, Dublin, Ireland, Trinity College Dublin, August, 2020 Report, 2020 Handle

Smyth, Emer, Williams, James and Banks, Joanne, Growing Up in Ireland County Variation in the Outcomes of Children and Young People, Technical Series, 2019 - 1, Dublin, ESRI, DCYA, TCD, December, 2019, p1 - 37 Report, 2019 URL

Smyth, Emer, McCoy, Selina, Banks, Joanne, Student, teacher and parent perspectives on senior cycle education, ESRI Research Series, 94, Dublin, ESRI, November, 2019, p1 - 99 Report, 2019 URL DOI

Smyth, Emer, Banks, Joanne, O'Sullivan, Jessica, McCoy, Selina, Redmond, Paul and McGuinness, Seamus, Evaluation of the National Youthreach Programme, ESRI Research Series, 82, Dublin, ESRI, May, 2019, p1 - 226 Report, 2019 DOI URL

Playing Catch-up or Overspending? Managing the Cost of Special Education in, editor(s)Brian Mooney , Education Matters, Ireland's Yearbook of Education, Dublin, Education Matters, 2017, pp236 - 242, [Banks, Joanne and McCoy, Selina] Book Chapter, 2017 URL

Banks, Joanne, McCoy, Selina and Frawley, Denise, One of the gang? Peer relations among students with special educational needs, European Journal of Special Needs Education, 33, (3), 2017, p396 - 411 Journal Article, 2017 DOI

Banks, Joanne, Frawley, Denise and McCoy, Selina, Achieving inclusion? Effective resourcing of students with special educational needs, International Journal of Inclusive Education, 19, (9), 2015, p926 - 943 Journal Article, 2015 DOI

Banks, Joanne and McCoy, Selina , An Irish Solution ? Questioning the Expansion of Special Classes in an Era of Inclusive Education, The Economic and Social Review, 48, (4), 2017, p441 - 461 Journal Article, 2017 URL

Insights into the Prevalence of Special Educational Needs in, editor(s)James Williams, Elizabeth Nixon, Emer Smyth, Dorothy Watson , Cherishing All the Children Equally? Ireland 100 Years on from the Easter Rising, Dublin, ESRI, 2016, pp153 - 174, [McCoy, Selina, Banks, Joanne and Shevlin, Michael] Book Chapter, 2016 URL

Recent Expansion of Special Classes in Irish Mainstream Schools in, editor(s)Brian Mooney , Education Matters, Ireland's Yearbook of Education, Dublin, Education Matters, 2016, pp179 - 183, [McCoy, Selina and Banks, Joanne ] Book Chapter, 2016

Banks, Joanne, Maitre, Bertrand, McCoy, Selina and Watson, Dorothy, Parental Educational Expectations of Children with Disabilitie, ESRI Research Series, 50, Dublin, ESRI and NDA, May, 2016, p1 - 70 Report, 2016 URL

Banks, Joanne, Grotti, Raffaele, Fahey, Éamonn and Watson, Dorothy, Disability and discrimination in Ireland: Evidence from the QNHS Equality Modules 2004, 2010, 2014, Dublin, ESRI and The Irish Human Rights and Equality Commission (IHREC), October, 2018, p1 - 76 Report, 2018 URL DOI

Smyth, Emer, Banks, Joanne, Whelan, Adele, Darmody, Merike and McCoy, Selina, Review of the School Completion Programme, ESRI Research Series, 44, Dublin, ESRI, October, 2015, p1 - 208 Report, 2015 URL

Banks, Joanne, McCoy, Selina, Frawley, Denise, Kingston, Gillian, Shevlin, Michael, Smyth, Fiona, Special Classes in Irish Schools-Phase 2: A Qualitative Study, NCSE Research Report, 24, Trim, Co. Meath, NCSE and ESRI, August, 2016, p1 - 110 Report, 2016 URL

Banks, Joanne, Shevlin, Michael and McCoy, Selina, Disproportionality in Special Education: Identifying Children with Emotional Behavioural Difficulties in Irish Primary Schools, European Journal of Special Needs Education, 27, (2), 2012, p219 - 235 Journal Article, 2012 DOI

Smyth, Emer, Conway, Paul, Leavy, Aislin, Darmody, Merike, Banks, Joanne and Watson, Dorothy , Review of the Droichead Teacher Induction Pilot Programme, Dublin, ESRI and The Teaching Council, March, 2016, p1 - 214 Report, 2016 TARA - Full Text URL

Banks, Joanne and Smyth, Emer , 'Your whole life depends on it': Academic Stress and High Stakes Testing in Ireland, Journal of Youth Studies, 18, (5), 2015, p598 - 616 Journal Article, 2015 DOI

Layte, Richard and Banks, Joanne, Socio-economic differentials in mortality by cause of death in the Republic of Ireland, 1984-2008, European Journal of Public Health, 26, (3), 2016, p451 - 458 Journal Article, 2016 DOI

Banks, Joanne, McCoy, Selina and Maitre, Bertrand, Insights into the Lives of Children with Disabilities, Dublin, ESRI and the National Disability Authority, 2015 Report, 2015 URL

McCoy, Selina, Banks, Joanne, Frawley, Denise, Watson, Dorothy, Shevlin, Michael, Smyth, Fiona, Understanding Special Class Provision in Ireland: Findings from a National Survey of Schools, NCSE Research Report, 16, Dublin, ESRI and National Council for Special Education, May, 2014, p1 - 169 Report, 2014 TARA - Full Text URL

Frawley, Denise, McCoy, Selina and Banks, Joanne, Affective School Engagement: How are Irish boys and girls faring?, Child Indicators Research, 7, (4), 2014, p843 - 859 Journal Article, 2014 DOI

Watson, Dorothy, Banks, Joanne and Lyons, Seán , Educational and Employment Experiences of People with a Disability in Ireland: An Analysis of the National Disability Survey, ESRI Research Series, 41, Dublin, ESRI, July, 2015, p1 - 99 Report, 2015 URL

Layte, Richard, Banks, Joanne, Walsh, Cathal and McKnight Grainne, Trends in socio-economic inequalities in mortality by sex in Ireland from the 1980s to the 2000s., Irish Journal of Medical Science, 2014 Journal Article, 2014 DOI

Banks, Joanne, Byrne, Delma, McCoy, Selina and Smyth, Emer, Bottom of the class? The leaving certificate applied programme and track placement in the Republic of Ireland, Irish Educational Studies, 33, (4), 2014, p367 - 381 Journal Article, 2014 DOI

McGuinness, Seamus, Bergin, Adele, Kelly, Elish, McCoy, Selina, Smyth, Emer, Whelan, Adele and Banks, Joanne, Further Education and Training in Ireland: Past, Present and Future, ESRI Research Series, 35, Dublin, ESRI, May, 2014 Report, 2014 URL TARA - Full Text

The Spatial Distribution of Household Income in Ireland in, editor(s)O'Donoghue, C., Ballas, D., Clarke, G., Hynes, S., Morrissey, K. , Spatial Microsimulation for Rural Policy Analysis, Berlin-Heidelberg, Springer, 2014, pp193 - 211, [O'Donoghue, Cathal, Morrissey, Karen, Hayes, Philip, Loughrey, Jason, Banks, Joanne, Hynes, Stephen] Book Chapter, 2014 URL

Resource allocation for students with special educational needs and disabilities in, editor(s)John Cullinan, Sean Lyons and Brian Nolan , The Economics of Disability in Ireland, Dublin, Manchester University Press, 2014, pp86 - 97, [Frawley, Denise, Banks, Joanne and McCoy, Selina] Book Chapter, 2014

Smyth, Emer and Banks, Joanne, High Stakes Testing and Student Perspectives on Teaching and Learning in the Republic of Ireland, Educational Assessment, Evaluation and Accountability, 24, (4), 2012, p283 - 306 Journal Article, 2012 DOI TARA - Full Text

McCoy, Selina, Banks, Joanne and Shevlin, Michael, School matters: how context influences the identification of different types of special educational needs, Irish Educational Studies , 32, (2), 2012, p119 - 138 Journal Article, 2012 DOI

McCoy,Selina, Smyth,Emer and Banks,Joanne, The Primary Classroom: Insights from the 'Growing Up in Ireland' Study, Dublin, NCCA and ESRI, January, 2012 Report, 2012 URL TARA - Full Text

McCoy, Selina and Banks, Joanne, Simply Academic? Why Children with Special Educational Needs Don't Like School, European Journal of Special Needs Education, 27, (1), 2012, p81 - 97 Journal Article, 2012 DOI

Smyth, Emer and Banks, Joanne, 'There Was Never Really Any Question of Anything Else': Young People's Agency, Institutional Habitus and the Transition to Higher Education, British Journal of Sociology of Education, 33, (2), 2012, p263 - 281 Journal Article, 2012 DOI TARA - Full Text

McCoy, Selina, Byrne, Delma and Banks, Joanne, Too Much of a Good Thing? Gender, 'Concerted Cultivation' and Unequal Achievement in Primary Education, Child Indicators Research, 5, (1), 2012, p155 - 178 Journal Article, 2012 DOI

Banks, Joanne and McCoy, Selina, A Study on the Prevalence of Special Educational Needs, ESRI Research Series, 9, Dublin, National Council for Special Education, December , 2011, p1 - 150 Report, 2011 URL

Smyth, Emer, Banks, Joanne and Calvert, Emma, From Leaving Certificate to Leaving School: A Longitudinal Study of Sixth Year Students , Dublin, The Liffey Press in association with ESRI, NCCA and Department of Education & Skills, 2011, 1 - 271pp Book, 2011 TARA - Full Text URL

Banks, Joanne and Russell, Helen, Pregnancy Discrimination in the Workplace: Legal Framework and Review of Legal Decisions 1999 to 2008, Dublin, HSE Crisis Pregnancy Programme and the Equality Authority, June, 2011, p1 - 50 Report, 2011 URL

Banks, Joanne and Smyth, Emer, Continuous Professional Development among Primary Teachers in Ireland, Maynooth, The Teaching Council and ESRI, June, 2011, p1 - 57 Report, 2011 URL

Russell, Helen, Watson, Dorothy and Banks, Joanne, Pregnancy at Work: A National Survey, Dublin, HSE Crisis Pregnancy Programme and the Equality Authority, June, 2011 Report, 2011 URL

Russell, Helen and Banks, Joanne, Pregnancy and Employment: A Literature Review, Dublin, HSE Crisis Pregnancy Programme and the Equality Authority, June, 2011, p1 - 66 Report, 2011 URL

Banks, Joanne, Byrne, Delma, McCoy, Selina, Smyth, Emer, Engaging Young People? Student Experiences of the Leaving Certificate Applied, ESRI Research Series, 15, Dublin, ESRI/NCCA, April, 2010, p1 - 188 Report, 2010 TARA - Full Text URL

Kelly, Elish, Banks, Joanne, McGuinness, Seamus, Watson, Dorothy, Playing senior inter-county Gaelic games: experiences, realities and consequences, ESRI Research Series, 76, Dublin, ESRI, September, 2018, p1 - 260 Report, 2018 DOI URL

McCoy, Selina, Maître, Bertrand, Watson, Dorothy and Banks, Joanne, The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland, European Journal of Special Needs Education, 31, (4), 2016, p535 - 552 Journal Article, 2016 DOI

Smyth, Emer and Banks, Joanne, `There was never really any question of anything else': young people's agency, institutional habitus and the transition to higher education, British Journal of Sociology of Education, 33, (2), 2012, p263--281 Journal Article, 2012 DOI

Aibhín Bray, Eilís Ní Chorcora, Jen Maguire Donohue, Joanne Banks and Ann Devitt, Post-primary Student Perspectives on Teaching and Learning During Covid-19 School Closures: Lessons learned from Irish Students from schools in a Widening Participation Programme, Dublin, Trinity College Dublin, August, 2020 Report, 2020 TARA - Full Text

Des Aston, Joanne Banks, Michael Shevlin, Post-School Transitions for Students with Intellectual Disabilities in the Republic of Ireland, Dublin, Trinity College Dublin, February, 2021 Report, 2021 TARA - Full Text

Aibhín Bray, Joanne Banks, Ann Devitt and Eilís Ní Chorcora, Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland, Irish Educational Studies, 40, (2), 2021 Journal Article, 2021 DOI

Non-Peer-Reviewed Publications

Joanne Banks, Implementing Inclusive Pedagogy: International Voices , CRISPESH - UDL@Dawson | Virtual Symposium 2021, Montreal, 02/06/21, 2021 Oral Presentation, 2021 URL

Joanne Banks, Michael Shevlin, Shivaun Quinlivan, The Right to Education: Examining Inclusive Education in Ireland under the UNCRPD, Children & Disability Webinar 10-11 September, Leeds, 10 September 2020, 2020 Oral Presentation, 2020

Joanne Banks, Generating Momentum Across Campuses Using Universal Design for Learning to Create a Common Discourse, 15 March 2021, In:Darcy McGee Beacon Fellowship Lecture, 2021, Dublin, Frederic Fovet Meetings /Conferences Organised, 2021 URL

Banks, Joanne, Green Paper on Assessment of Learners and Learning: Stakeholder Feedback, Dublin, QQI, November, 2019 Report, 2019 URL TARA - Full Text

McCoy, Selina; Byrne, Delma; Banks, Joanne, Too much of a good thing? Gender, 'Concerted cultivation' and unequal achievement in primary education, 2010 Working Paper, 2010 TARA - Full Text URL

Banks, Joanne, Smyth, Emer and McCoy, Selina, Senior Cycle Review: Analysis of discussions in schools on the purpose of senior cycle education in Ireland, 2018 Working Paper, 2018 URL

Banks, Joanne, Smyth, Emer and McCoy, Selina, Leaving Certificate Applied Programme Discussion Paper, 2018 Working Paper, 2018 URL

Banks, Joanne, Belonging in School: The What, Why and How of Inclusive Education, 2019, Trinity Long Room Hub Meetings /Conferences Organised, 2019 URL

Banks, Joanne, Inclusive Education: Lessons from Canada, 2019, School of Education Meetings /Conferences Organised, 2019 URL

Banks, Joanne, Disability data in the Growing Up in Ireland Study, Irish Disability Studies Association (IDSA) seminar, School of Education, Trinity College, 2018 Oral Presentation, 2018

Banks, Joanne, Why the new approach to special education must be monitored, Irish Independent, February 16th, 2017, - Miscellaneous, 2017 URL

McCoy, Selina, Banks, Joanne and Frawley, Denise, Allocation of special needs resources in schools should be based on the research, 2013, - Miscellaneous, 2013 URL

Banks, Joanne, The Leaving Certificate Exam, 2015, - Miscellaneous, 2015 URL

Banks, Joanne, It's Time for Leaving Cert Reform, 2018, - Miscellaneous, 2018 URL

Banks, Joanne and McCoy, Selina, Segregation in an era of inclusion? The role of special classes in Irish mainstream schools, 2018 Working Paper, 2018 URL

Banks, Joanne, 'Let's face it, you never stop learning' An Interview with Jack Flynn, Sligo Field Club Journal, 2, 2017 Journal Article, 2017

Banks, Joanne, McCoy, Selina and Frawley, Denise, School-based friendships among students with special educational needs, 2017 Working Paper, 2017 URL

Banks, Joanne, Conway, Paul, Darmody, Merike, Leavy, Aisling, Smyth, Emer and Watson, Dorothy, Review of the Droichead Teacher Induction Pilot Programme, 2015 Working Paper, 2015 URL

Banks, Joanne and Smyth, Emer , Student Stress and the Leaving Certificate, 2015 Working Paper, 2015 URL

Banks, Joanne, How policies formed after WW2 paved the way for farm income inequalities that still exist today, 2018, - Miscellaneous, 2018 URL

Banks, Joanne, Resources for students with disabilities in Irish schools: What do we know?, 2015, - Miscellaneous, 2015 URL

Banks, Joanne, Research with no boundaries, The UCD Humanities Institute @15, A Celebratory Symposium, University College Dublin, 7th December 2017, 2017 Oral Presentation, 2017

Banks, Joanne, Special Education: What have we learned from Growing Up in Ireland, INTO Special Education Conference, DCU Institute of Education, 11th February, 2017 Oral Presentation, 2017

Banks, Joanne, 'If we could roll back the time...': Life history perspectives of the agricultural adviser', Remarkable Transformations: Reassessing the history of agriculture in Ireland, Royal Dublin Society, September 9th, 2016 Oral Presentation, 2016

Banks, Joanne, An Irish solution ? Developing Inclusive Education in Ireland, 50th Anniversary of Social Research at the ESRI, Economic and Social Research Institute, November 29th, 2016 Oral Presentation, 2016 URL

Banks, Joanne and McCoy, Selina, Special Classes in Irish Schools - A Qualitative Study, National Council for Special Education Research Conference, Croke Park Conference Centre, November 16th, 2016 Oral Presentation, 2016

Banks, Joanne and McCoy, Selina, Using peer relations as a measure of inclusion, Educational Studies Association of Ireland Annual Conference, Maynooth, 16thth April, 2015 Oral Presentation, 2015

Banks, Joanne and McCoy, Selina, One of the gang? Peer relations among students with special educational needs, Growing Up in Ireland Annual Conference, , Croke Park Conference Centre, Dublin, 20th November, 2014 Oral Presentation, 2014

Smyth, Emer and Banks, Joanne, Putting your nose to the grindstone? A longitudinal analysis of the take‐up of private tuition among second‐level students in Ireland, Educational Studies Association of Ireland Annual Conference, Athlone, 11th April, 2014 Oral Presentation, 2014

Joanne Banks, Effective communication and support for parents of students with disabilities, 16/06/20, 2020 Oral Presentation, 2020 URL

Des Aston, Joanne Banks, Michael Shevlin, Pathways to post-secondary settings for students with intellectual disabilities: What do we know?, Educational Studies Association of Ireland Conference, Dublin, 4th September 2020, 2020 Oral Presentation, 2020

Des Aston, Transitions to postschool settings for students with intellectual disabilities in Ireland, IASSIDD, Inclusive Education Special Interest Research Group, International Perspectives on Transitions in Education and Students with Intellectual Disabilities, Online, 16.12.2020, 2020 Conference Paper, 2020

Des Aston, Transitions to postschool settings for students with intellectual disabilities in Ireland, International Perspectives on Transitions in Education and Students with Intellectual Disabilities, Online, 16.12.2020, IASSIDD, Inclusive Education Special Interest Research Group, 2020 Oral Presentation, 2020

Research Expertise

Description

Joanne's research interests are in the field of inclusive education and educational inequality. Her work examines the social and and academic experiences of students with disabilities in mainstream education. She is particularly interested in the continued use of segregated settings, such as special classes in mainstream schools and special schools, in the context of Ireland's recent ratification of the UN Convention on the Rights of Persons with a Disability. Her work focuses on how systems level factors (such as funding and resource allocation) and school level factors (such as leadership and climate) impact on the extent to which inclusive education can be realised. A second (related) strand to Joanne's research is the area of educational inequality and disadvantage with a particular focus on the experience of post-primary students. Her work examines both individual and school level factors influencing student disengagement from school, early school leaving, post-school choices and aspirations. In particular, she focuses student decision-making in school and questions the extent to which young people have equal access to information in making these decisions.

Projects

  • Title
    • Blended Learning in Schools: A Universal Design Approach
  • Summary
    • The purpose of this project is to empower teachers to develop pedagogical competencies for establishing effective and engaging learning experiences in a digital space, whether as part of a blended experience or wholly online. With the consortium partners from Ireland, Greece, Belgium, and Spain, representing a mixture of second-level teachers and education researchers, we will address the common aim of harnessing UDL to achieve 'an EU-wide common understanding of how to make distance, online & blended learning effective, inclusive & engaging' (a strategic priority of the EC Digital Education Action Plan 2021-2027). The project will address two key areas: inclusion and digital pedagogical competencies, with the main target group being second-level teachers. The approach will be based on the Universal Design for Learning (UDL) framework (Cast.org), an inclusive approach to teaching and learning that offers all students an equal opportunity to fulfil their potential. This framework offers students different options for accessing, building and internalising learning. It guides teachers to provide multiple means for students to: a) engage with; b) represent; and c) action/express their learning. A key output of this project is to provide a digital overlay to the UDL framework to scaffold teachers' implementation of UDL principles in remote/blended contexts, such as during school closures. The other project outputs will flow from the development of this digital overlay, to provide further layers of supports for teachers to adopt digital learning principles of UDL. These include a self-evaluation tool for teachers to identify aspects of the digital UDL framework with which they require support; an associated learning model to support teachers' creation of digital, UDL activities that include a focus on key skills and competences; Open Educational Resources to scaffold implementation of the framework; and a professional development module which will focus on Area 5 of the DigCompEdu Framework: empowering learners through accessibility and inclusion, differentiation and personalisation. These tools will aim to support teachers and schools to develop inclusive strategies for the digital provision of teaching and learning in their own educational context, with an overarching goal of ensuring high levels of student engagement notwithstanding the mode of content delivery.
  • Funding Agency
    • Erasmus Plus
  • Date From
    • 2021
  • Date To
    • 2023
  • Title
    • Pathways to post-secondary settings for students with intellectual disabilities
  • Funding Agency
    • Arts and Social Sciences Benefactions Fund 2019-20 and TCPID
  • Date From
    • September 2019
  • Date To
    • September 2020
  • Title
    • Report on the feedback on the QQI Green Paper on Assessment of Learners and Learning
  • Summary
    • Quality and Qualifications Ireland (QQI) is an independent State agency responsible for promoting quality and accountability in education and training services in Ireland. In March 2018, QQI published a Green Paper on Assessment of Learners and Learning in further education and training, higher education and training and English language education. The Green Paper set out a framework and context for discussing assessment issues with a view to provoking debate about what is being done and what can be improved. The Green Paper focussed on both summative and formative assessment by education providers who are quality assured by QQI. It presented issues of concern in assessment and highlighted a number of ideas about how these issues can be addressed. Between March and December 2018, QQI held a public consultation involving a series of focus groups and workshops in addition to a call for written submissions from a broad range of stakeholders working in the area of assessment. This research provides an analysis of this public consultation using the Green Paper as a framework.
  • Funding Agency
    • Quality and Qualifications Ireland (QQI)
  • Date From
    • 2019
  • Date To
    • 2019
  • Title
    • Teaching and Learning practices during COVID: a Universal Design for Learning (UDL) perspective
  • Summary
    • This primary objective of this project is to capture teachers' experiences of online teaching and learning and student engagement during the current school closures. The key deliverable from this project is a policy brief on barriers, enablers and effective practices to the Working Group on Continuity of Learning in the Department of Education. Importantly, we are structuring the survey to ensure we capture differences across different school types and regions.
  • Funding Agency
    • TCD COVID-19 rapid response initiative and Learnovate
  • Date From
    • May 2020
  • Date To
    • June 2020

Keywords

Alternative Modes Education; EDUCATION; Educational Administration and Policy; Educational disadvantage in children; Educational Evaluation/Assessment; Inclusive Education; Sociology of Education; Special Education; special educational needs; Universal design for learning

Recognition

Representations

Scientific Committee of the journal L'Integrazione Scolastica e Sociale, Edizioni Erickson (Italy) 2021

Reviewer for European Research Council 2020

Reviewer for Oxford Research Encyclopedia of Education (OREE) 2020

Member of the Growing Up in Ireland Scientific Advisory Group 2019

Member of the Mapping Experiences of Pathological Demand Avoidance in Ireland steering group. 2019

Member of the Trinity Access Research Advisory Group. 2020

Reviewer for Irish Educational Studies (Taylor and Francis) 2013

Reviewer for the British Educational Research Journal (Wiley) 2015

Reviewer for the European Journal of Special Needs Education (Taylor and Francis) 2020

Reviewer for Assessment in Education: Principles, Policy and Practice (Taylor and Francis) 2015

Reviewer for Learning and Individual Differences (Elsevier) 2016

Reviewer for the International Journal of Inclusive Education (Taylor and Francis) 2016

Awards and Honours

Darcy McGee Beacon Fellowship Host Award 2021

Digital Badge in Universal Design for Teaching & Learning 2020

Memberships

Member of Inclusion in Education and Society Research Group https://www.tcd.ie/Education/research/groups/ies/ 2018 – Present

Member of the Educational Studies Association of Ireland 2008 – Present

Member of the Disability Research Network. 2018 – Present