Inclusion
Inclusion is a core value of the School of Education and a theme that runs across our teaching, research, partnerships and engagement activities.
Inclusion at the School of Education
Our staff and students engage with questions of inclusion, participation, equity and belonging in diverse ways and across a wide range of educational contexts. This work encompasses disability, multilingualism, learner identity, wellbeing, social justice, educational access, community engagement, teacher education, school leadership and Universal Design for Learning. Across the School, researchers, educators and partners work to understand and address barriers to participation, while creating opportunities for all learners to thrive. Inclusion is not confined to a single programme or research area; rather, it is reflected in the breadth of our research, our educational practice and our collaborations with communities, schools and organisations locally, nationally and internationally.
The sections below highlight some of the ways in which inclusion is advanced through the School's research groups, projects, policy engagement and partnerships.
Trinity Centre for People with Intellectual Disabilities (TCPID)
The Trinity Centre for People with Intellectual Disabilities (TCPID) is a flagship initiative of the School of Education and a recognised leader in inclusive higher education.
Through teaching, research and engagement, TCPID creates opportunities for students with intellectual disabilities to participate in university life as members of the School of Education and the wider Trinity community. TCPID students learn alongside their peers, contribute to research and public engagement activities, and participate fully in the academic and social life of the University.
Since its establishment, TCPID has contributed significantly to national and international developments in inclusive higher education, while also informing research, teaching and professional practice across the School of Education.
TCPID reflects the School's commitment to educational access, participation and belonging, and demonstrates how inclusive educational opportunities can be embedded within mainstream university settings.
Please visit the TCPID website here.
Research Groups
The School of Education has a vibrant research culture that conducts impactful research that drives policy, shapes practice, and addresses societal challenges nationally and internationally.
Arts in Education Research Group (AERG): explores how creative and artistic practices support participation, identity, belonging and learner engagement.
Inclusion in Education & Society (IES): focuses explicitly on understanding and promoting inclusion across educational and social contexts.
Research in School Education (RISE): investigates learning, teaching and schooling with attention to equitable participation and achievement.
Science & Society: explores the relationship between science and society, including access, participation and public engagement.
Language Use and Multilingualism in Education Research Group (LUMIERE): examines language, identity, integration and inclusion in multilingual educational contexts.
Teacher Education and Development Research Group: contributes to inclusive education through research on pedagogy, professional learning and educational leadership.
Inclusive Research Projects
Researchers across the School are engaged in a wide range of funded and unfunded projects that advance inclusion, participation and educational equity.
These projects address topics such as Universal Design for Learning, inclusive assessment, learner voice, multilingualism, arts-based education, wellbeing, social justice, educational access and participation. Together, they contribute to national and international conversations about how education systems can become more equitable, accessible and responsive to diversity.
Policy and Advocacy
Staff across the School contribute to national and international discussions on educational policy, practice and reform.
Through engagement with government departments, statutory agencies, professional bodies, advocacy organisations and educational stakeholders, colleagues help shape policy and practice in areas relating to inclusion, participation and educational equity.
This work includes contributions to policy consultations, advisory groups, Oireachtas Committees, national working groups, professional networks and advocacy forums. Through these activities, the School contributes to evidence-informed policy development and supports efforts to create more inclusive educational systems and learning environments.
Inclusive Partnerships
The School of Education works in partnership with schools, communities, organisations, employers and policymakers to advance inclusion in education and society.
These collaborations create opportunities for shared learning, research, participation and innovation. Through partnerships at local, national and international levels, the School contributes to the development of inclusive educational practices, policies and pathways for learners across the lifespan.
Examples of these partnerships include collaborations with schools through the School Partnership Hub, widening participation initiatives, community organisations, disability and advocacy groups, employers, and educational stakeholders committed to promoting equity, participation and opportunity.
Through initiatives such as Trinity Access Programmes (TAP), Career LEAP, employer partnerships associated with TCPID, and a wide range of school and community collaborations, the School works to ensure that educational opportunities are accessible, meaningful and responsive to diverse learners and communities.
Together, these partnerships reflect the School's belief that inclusion is a shared responsibility and is strengthened through collaboration, mutual learning and community engagement.