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

Joanne Banks, Emer Smyth, "We respect them, and they respect us": The Value of Interpersonal Relationships in Enhancing Student Engagement, Education Sciences, 11, (10), 2021, p634-Journal Article, 2021 URL TARA - Full Text DOI

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

Margaret Flood and Joanne Banks, Universal Design for Learning: Is It Gaining Momentum in Irish Education?, Education Sciences, 11, (7), 2021, p341-Journal Article, 2021 URL TARA - Full Text

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

Rhona Dempsey, Olive Healy, Emma Lundy, Joanne Banks, Margaret Lawler, Air travel experiences of autistic children/young people, Annals of Tourism Research Empirical Insights, 2, (2), 2021Journal Article, 2021 URL

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

Joanne Banks, Una formula vincente? Il finanziamento dell'inclusione scolastica in Irlanda, L'integrazione scolastica e sociale , 20, (1), 2021, p1 - 17Journal 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, 2020Report, 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, p1 - 93Report, 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, 2020Report, 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 - 37Report, 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 - 99Report, 2019 DOI URL

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 - 226Report, 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 - 411Journal 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 - 943Journal 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 - 461Journal 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 - 70Report, 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 - 76Report, 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 - 208Report, 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 - 110Report, 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 - 235Journal 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 - 214Report, 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 - 616Journal 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 - 458Journal 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, 2015Report, 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 - 169Report, 2014 URL TARA - Full Text

Frawley, Denise, McCoy, Selina and Banks, Joanne, Affective School Engagement: How are Irish boys and girls faring?, Child Indicators Research, 7, (4), 2014, p843 - 859Journal 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 - 99Report, 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, 2014Journal 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 - 381Journal 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, 2014Report, 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 - 306Journal 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 - 138Journal 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, 2012Report, 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 - 97Journal 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 - 281Journal 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 - 178Journal 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 - 150Report, 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 - 271ppBook, 2011 URL TARA - Full Text

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 - 50Report, 2011 URL

Banks, Joanne and Smyth, Emer, Continuous Professional Development among Primary Teachers in Ireland, Maynooth, The Teaching Council and ESRI, June, 2011, p1 - 57Report, 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, 2011Report, 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 - 66Report, 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 - 188Report, 2010 URL TARA - Full Text

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 - 260Report, 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 - 552Journal 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--281Journal 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, 2020Report, 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, 2021Report, 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), 2021Journal Article, 2021 DOI

Brendan Tangney, Aibhín Bray, Ann Devitt, Eilís Ní Chorcora, Jen Maguire Donohoe, Joanne Banks, Kevin Sullivan, Lisa Keane, Philip Byrne, Rónán Smith and Cliona Hannon, Trinity Access - Project Overview, TARA, Trinity Access, Trinity College Dublin, December, 2021Report, 2021 TARA - Full Text DOI

Quantitative Research Methods in, editor(s)Declan Fahie, Shane Bergin , The Student Guidebook to Doing your Research Project , Dublin, Ireland, UCD Press , 2022, [Aibhín Bray, Joanne Banks, Ann Devitt]Book Chapter, 2022

Joanne Banks, Implementing Inclusive Pedagogy: International Voices , CRISPESH - UDL@Dawson | Virtual Symposium 2021Montreal02/06/21, 2021Oral 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 SeptemberLeeds10 September 2020, 2020Oral 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 FovetMeetings /Conferences Organised, 2021 URL

Banks, Joanne, Green Paper on Assessment of Learners and Learning: Stakeholder Feedback, Dublin, QQI, November, 2019Report, 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, 2010Working 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, 2018Working Paper, 2018 URL

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

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

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

Banks, Joanne, Disability data in the Growing Up in Ireland Study, Irish Disability Studies Association (IDSA) seminarSchool of Education, Trinity College, 2018Oral 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, 2018Working Paper, 2018 URL

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

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

Banks, Joanne and Smyth, Emer , Student Stress and the Leaving Certificate, 2015Working 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 SymposiumUniversity College Dublin7th December 2017, 2017Oral Presentation, 2017

Banks, Joanne, Special Education: What have we learned from Growing Up in Ireland, INTO Special Education ConferenceDCU Institute of Education11th February, 2017Oral 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 IrelandRoyal Dublin SocietySeptember 9th, 2016Oral Presentation, 2016

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

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

Banks, Joanne and McCoy, Selina, Using peer relations as a measure of inclusion, Educational Studies Association of Ireland Annual ConferenceMaynooth16thth April, 2015Oral 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, Dublin20th November, 2014Oral 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 ConferenceAthlone11th April, 2014Oral Presentation, 2014

Joanne Banks, Effective communication and support for parents of students with disabilities, 16/06/20, 2020Oral 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 ConferenceDublin4th September 2020, 2020Oral 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 DisabilitiesOnline16.12.2020, 2020Conference 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 DisabilitiesOnline16.12.2020, IASSIDD, Inclusive Education Special Interest Research Group, 2020Oral Presentation, 2020

Research Expertise

    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

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

Publications and Further Research Outputs

    Darcy McGee Beacon Fellowship Host Award2021

    Digital Badge in Universal Design for Teaching & Learning2020

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 Ireland2008 – Present

Member of the Disability Research Network.2018 – Present

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

Reviewer for European Research Council2020

Reviewer for Oxford Research Encyclopedia of Education (OREE)2020

Member of the Growing Up in Ireland Scientific Advisory Group2019

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

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