Research Conference Proceedings and Publications

Conference Proceedings 2017
Colum, M. and Jennings, F. (2017) Numeracy Strategies for the Primary School. ILSA (2017) To Independence through Learning. Carrick on Shannon. Bush Hotel. March 24 2017.
Colum, M. and O Halloran, A. (2017) Visual Supports to Facilitate Inclusion of Pupils with Special Educational Needs (SEN) in the Class and School Environment. IATSE (26-27th May 2017). Marion Institute of Education, Marino, Dublin 9.
Tiernan, B. Casserly, A.M. and Macguire, G. (2017) “Ideas That Work: Inspiring creativity, innovation and collaboration.” Innovative Practice: Examining Teachers’ Practice in the Inclusion of Children with Special Educational Needs in Multi-grade Classrooms in Primary Schools. IATSE (26-27th May 2017). Marion Institute of Education, Marino, Dublin 9.

Conference Proceedings 2016
Jennings, F. (2016) A Transformative Model to Training Music Tutors to work with Pupils with Autism. Con Tutti Music Education and Autism. Sligo. St. Angela’s College. December 2-3 2016.
Mc Phillips, T., Hazzard, D., Casserly, A M., Tiernan, B., and Beck, G. (2016) Literacy for All. Perspectives on Dyslexia: from the Task Force to the Task Ahead. UKLA (2016, 15th April) United Kingdom Literacy Association Conference, St. Mary's University College, Belfast.
Casserly, A. M. and Tiernan, B. (2016) “Voices from the Classroom: Inclusion, Special Education or Inclusive Special Education?" The impact of policy regarding the organisation of support for pupils with dyslexia in Irish primary schools. IATSE (27-28th May 2016). Dublin City University, Institute of Education, St. Patrick’s College, Drumcondra, Dublin 9.
Tiernan, B. and Casserly, A. M (2016) ‘Education as a Public Good’ The impact of policy regarding the organisation of support for pupils with dyslexia in Irish primary schools. Educational Studies Association of Ireland (ESAI) (31st March -2nd April 2016). National University of Ireland, Galway.
Egan, G., Jennings, F., O’ Halloran, A. and Tesoriero (2016) A CPD programme in autism: the value of having teaching assessed. IATSE (2016) Voices from the Classroom: Inclusion, Special Education or Inclusive Special Education. Dublin. St. Patrick’s College. June 25-27 2016
Egan, G., Jennings, F., McGrath, R., O’ Halloran, A. and Tesoriero (April 2016) Steps Towards Developing a Music Education Programme for Students with Autistic Spectrum Disorders. Arts in Education Portal: Arts in Education National Day. Irish Museum of Modern Arts, Dublin. April 23 2016.
Deacy, E, Jennings, F. and McDonagh, D. (2016) A CPD programme in autism: the value of having teaching assessed. IATSE (2016) Voices from the Classroom: Inclusion, Special Education or Inclusive Special Education. Dublin. St. Patrick’s College. June 25-27 2016

Conference Proceedings 2015
Moffett, P., Casserly, A.M. and Tiernan, B. ECERA 25th Conference Barcelona, September 7-10th 2015. Early Number Concepts: Key Vocabulary and Supporting Strategies.
McPhillips, T., Hazzard, D. Beck, G. Casserly, A. M. and Tiernan, B. (2015) Literacy Association of Ireland 39th International Conference. Marino Institute of Education, Dublin. Living Literacy : From Tots to Teens. Dyslexia in Ireland, North and South: Perspectives on developments since publication of the Dyslexia Reports (2002).
Beck, G., Casserly, A.M., Hazzard, D., McPhillips, T., and Tiernan, B. (2015) UKLA (July 2015) Dyslexia in Ireland: A review of current provision of support since the publication of the Task Force Reports, North and South (2002).
Beck, G., Casserly, A.M., Hazzard, D., McPhillips, T., and Tiernan, B. (2015) IATSE (June 2015) Provision for Pupils with Dyslexia: How Provision can impact on Pupils' Wellbeing: Our School Community: Promoting Resilence and Wellbeing.
Beck, G., Casserly, A.M., Hazzard, D., McPhillips, T., and Tiernan, B. (2015) DAI (April 2015) Dyslexia in Ireland: A review of current provision of support since the publication of the Task Force Reports, North and South (2002).
Kerins, P., Casserly, A.M., Deacy, E., Harvey, D., McDonagh, D. and Tiernan, B. ESAI Conference (9th-11th April 2015) Training Needs of Special Needs Assistants: Policy and Practice in a time of Transition. Maynooth: Carton House.
Jennings, F., McGrath, R., and O’ Halloran, A. (2015) Effective Delivery of music Programmes to children and young people with ASD. Centre for Research in Social Professions (CRiSP). Embedding Research Evidence in Community Development. Institute of Technology, Sligo. December 4 2015.
Jennings, F., McGrath, R., and O’ Halloran, A. (2015) Con Tutti: The Inclusion of Children and Young People with Autism in Music Generation Sligo Programmes. Society for Music Education Annual Conference (SMEI) Conservatory of Music and Drama, Dublin. November 6-7 2016.
Deacy, E., Jennings, F., and O’ Halloran. A. The European Conference on Education (IAFOR). Education, Power and Empowerment: Transcending Boundaries (July, 2015). Supporting Students with ASD during the Transition from Primary to Post-primary School: A Framework for Success. Brighton, England.
Deacy, E., Jennings, F., and O’ Halloran. A. National Autistic Society (NAS). Supporting Good Transitions for People with Autism: Developing a Greater Understanding of Transition (June, 2015). Supporting Students with ASD during the Transition from Primary to Post-primary School: A Framework for Success, Poster Presentation. Marriott Renaissance Hotel, Manchester, England.
Deacy, E., Jennings, F., and O’ Halloran, A. (2015) A Transition Framework: How to Support Students with ASD during the Transition from Primary to Post-primary School. Manchester, England. National Autistic Society (NAS). Supporting Good Transitions for People with Autism: Developing a Greater Understanding of Transition. June 2 2015.
Deacy, E., Jennings, F., and O’ Halloran. A. Educational Studies Association of Ireland (ESAI) – Educational Research and Practice in Times of Transition: Looking to the Future (2015). Supporting Students with ASD during the Transition from Primary to Post-primary: A Framework for Success, Poster Presentation. Carton House, Maynooth, Dublin.

Conference Proceedings 2014

Deacy, E., Jennings, F. and O’Halloran, A. (2014) Supporting Students with Autistic Spectrum Disorders (ASDs) in Transition from Primary to Post-Primary Education. IATSE (2014) Relationships-Learning Together. Dublin. All Hallows College, Drumcondra, June 13-14, 2014
Kerins, P. & Tiernan, B. (2014) Learning together through co-teaching. IATSE, 26th Annual Conference,
Kerins, P. (2014) Policy and Power: The role of parents and professionals in special educational provision. Educational Studies Association of Ireland Annual Conference, Sheraton, Athlone, April 10-12, 2014.
Moffett, P., Casserly, A.M. and Tiernan, B. (2014) Early Number Concepts: Key Vocabulary and Supporting Strategies. IATSE (2014) Relationships-Learning Together. Dublin. All Hallows College, Drumcondra, June 13-14, 2014
Moffett, P., Casserly, A.M. and Tiernan, B. (2014) British Congress of Mathematics Education (BCME) (2014) Building Bridges-Making Connections. Early Number Concepts: Key Vocabulary and Supporting Strategies. Nottingham.
Tiernan, B. (2014) Reading Association of Ireland (RAI) (September 2014) Best Practice in the Teaching and Study of Literacy: The Role of Levelled Readers. Dublin.
Kerins, P., Love, M., McDonagh, D., Beck, G. and Shiels, M. (2014) SCoTENS Conference.Always learning, always teaching: Making the journey: The Impact of the journey – teacher education for inclusion. Killyhevlin Hotel, Enniskillen, Co Fermanagh.

Conference Proceedings 2013
Casserly, A .M. (2013) School of Education PhD Research Student Conference (2013) Keynote Address Ethics in Intellectual Disabilities Research. UK: University of Northampton
Kerins, P. (2013) Perspectives on educational provision for pupils with Mild General Learning Disabilities. Conference paper presented at Educational Studies Association of Ireland (ESAI) Annual Conference, Limerick, March 22, 2013.
Jennings, F. and O Halloran, A. (2013) Challenging DSM5. Poster presentation: Including Students with Autistic Spectrum Disorders (ASDs) in the post-primary school. Trinity College, Dublin
Jennings, F. and O Halloran, A. (2013) Portfolio of Practice. Behaviours that Challenge: supporting students with ASDs in the post-primary school. St. Patrick’s College, Dublin
Kerins, P. and Tiernan, B. (2013) Reading Association of Ireland (RAI) (2013) Challenges and opportunities in today’s changing classrooms: Planning to support the development of literacy skills in the early years. Dublin.
Kerins, P. and Tiernan, B. (2013) Planning to Support the Development of Literacy Skills in the Early Years. Dublin. IATSE. St. Patrick’s College, Dublin

Conference Proceedings 2012
Casserly, A .M. (2012) Approaches for Pupils experiencing Behaviours related to AD/HD “Exploring Behaviours that Challenge”. IATSE. St. Patrick's College, Drumcondra, Dublin 9.
Deacy, E., McDonagh, D. and Tiernan, B. (2012) IATSE - Behaviours that Challenge - Implications of the Bus Journey. St. Patrick's College, Drumcondra, Dublin 9.
Jennings, F. and O Halloran, A. (2012)-Middletown Centre for Autism, Best Practice Day in Post-Primary Education for Pupils with Autism (2012) Behaviours that Challenge: supporting students with Autistic Spectrum Disorders (ASDs) in the post-primary school. Fairways Hotel, Dundalk.
Kerins, P. (2012) Factors influencing the transfer of pupils with Mild General Learning Disabilities from mainstream schools to special schools for pupils with Mild General Learning Disabilities. Conference Paper presented at St. Patrick’s College, Drumcondra & Mater Dei Institute Second Annual Postgraduate Conference in Humanities and Education, 30 March 2012.

Publications 2016

Deacy, E., Jennings, F. and McDonagh, D. (2016) Teachers’ perspectives on the Practicum element of Post Graduate Diploma in SEN (ASD). Sligo: CSENID.
Jennings, F. and O’Halloran, A. (2016) Con Tutti Discovering Music Programme. Report of Research Project: Including Pupils with Autistic Spectrum Disorders in Music Generation Sligo Programmes. Sligo: CSENID.
Egan, R., Jennings, F. and O’Halloran, A. (2016) Con Tutti. Music Education & Autism Resource Booklet & CD. Sligo. Music Generation Sligo and CSENID.

Publications 2015
Casserly, A.M., Moffett, P. and Tiernan, B. (2015) Key Vocabulary and Supporting Strategies for Early Number Concepts, Submitted to REACH.
Deacy, E, Jennings, F. and McDonagh, D. (2014-2016) Evaluation of the Practicum element on the Post-Graduate Certificate/Diploma in Special Educational Needs (Autistic Spectrum Disorders). In Press.
Casserly, A. M. and Gildea, A. (2015) A review of a Special Class Placement for Children with Dyslexia. European Journal of Special Needs Education. Published online 24 February 2015.
Beck, G., Casserly, A.M., Hazzard, D., McPhillips, T., and Tiernan, B. (2015) Dyslexia in Ireland: Views regarding the provision for pupils with dyslexia since the publication of the Task Force Reports, North and South (2002). In Press. (SCoTENS funding).
Deacy, E., Jennings, F., and O’ Halloran. A. (2015). Rapid Prompting Method – A Review of the Literature. Submitted to Good Autism Practice.
Deacy, E., Jennings, F., and O’ Halloran, A. (2015) Transition of Students with Autistic Spectrum Disorders from Primary to Post-primary school: a Framework for Success. Support for Learning. Vol. 30:4 292-304
Jennings, F. and O' Halloran, A. (2015) A Whole School Approach in Supporting Students with Autistic Spectrum Disorders who exhibit Challenging Behaviour in the Post-Primary School. REACH Journal of Special Needs Education in Ireland. Vol. 28 (2015), 61-71
Kerins, P., Harvey, D., McDonagh, D. and Lambe, J. (2014-2016) Reconceptualising school placement as part of Initial Teacher Education in Ireland, North and South: the role of specialist school placement.
Kerins, P., Casserly, A.M., Deacy, E., Harvey, D., McDonagh, D. and Tiernan, B. (2015) Investigating the Training Needs of Special Needs Assistants in the Border, Midland and Western Region. (St. Angela’s College Seed Funding Project (2013 -2015).
Kerins, P. and McDonagh, D. (2015) The Special Needs Assistant (SNA) scheme to support teachers in meeting the care needs of some children with special educational needs, arising from a disability (Circular 0030/2014): Potential implications for post-primary schools. Reach, Journal of Special Needs Education in Ireland. Vol. 28, pp.31-42.

Publications 2014
Casserly, A.M., Moffett, P. Tiernan, B. (2014) Number Talk. Belfast
Casserly, A.M., Moffett, P. & Tiernan, B. (2014) Early Number Concepts: Key Vocabulary and Supporting Strategies. SCoTENS Paper.
Casserly, A.M., Moffett, P. and Tiernan, B. (2014) British Congress of Mathematics Education (BCME) (April 2014) Building Bridges-Making Connections. Early Number Concepts: Key Vocabulary and Supporting Strategies. Nottingham.
Kerins, P. (2014) Dilemmas of difference and educational provision for pupils with mild general learning disabilities in the Republic of Ireland. European Journal of Special Needs Education, Vol. 9 (1), pp. 47-58.
Kerins, P. & Tiernan, B. (2014) Inclusive Planning: Supporting the Development of Early Literacy Skills through Co-teaching in the Junior Infant Classroom. REACH Journal of Special Needs Education in Ireland. Vol 27 (2).
Tiernan, B. & Kerins, P. (2014) Challenges and Opportunities in Today's Changing Classrooms: Planning to Support the Development of Literacy Skills in the Early Years. Reading Association of Ireland. (In Press)
Deacy, E., Jennings, F., and O’ Halloran. A. (2014) Supporting the Transition of Students with Autistic Spectrum Disorders from Primary to Post-primary School. Submitted to REACH Journal of Special Education in Ireland.

Publications 2013
Casserly, A. M. (2013) ‘The socio-emotional needs of children with dyslexia in different educational settings in Ireland.’ Journal of Research for Special Educational Needs, 13 (1), pp. 79–91.
Tiernan, B., Deacy, E. and McDonagh, D. (2013) Getting to School Safely: Implications of School Transport for Children with Special Educational Needs. REACH Journal of Special Needs Education in Ireland. Vol. 26, No.2, pp.118-126.

Publications 2012
Kerins, P. & Day, T. (2012) Factors influencing the transfer of pupils with Mild General Learning Disabilities from mainstream schools to special schools for pupils with Mild General Learning Disabilities, IN J. Travers & T. Day (Eds.) Special and Inclusive Education: A Research Perspective. Peter Lang: UK and Ireland
Tiernan, B. and Day, T. (2012) Supporting young children with reading difficulties: What about teacher collaboration? (pp. 395-409). In T. Day and J. Travers (Eds.), Special and Inclusive Education: A Research Perspective. Oxford: Peter Lang

Other Research Bids

Research Proposal between St. Angela’s College, Sligo and Institute of Technology, Sligo to The National Forum for the Enhancement of Teaching and Learning in Higher Education Date: 17th October 2014 Researchers: Dr. Bairbre Tiernan Dr. Ann Marie Casserly Dr. John Bartlett Student Non-Completion - An analysis of existing qualitative data relating to non-completion among Irish Higher Education students.
Schola – Facilitating school mentoring Erasmus + - strategic partnership primary & secondary school 1. France : CRPVE, leader (Evry)France : iriv, coordinator (Paris) ;Ireland: Ann Marie Casserly and Bairbre Tiernan, Italy: University of Milano-Bicocca, Slovenia: Ergo Institute and Portugal (March 2014/March 2015)
International Erasmus Multilateral Project: St. Angelas’ College in partnership with University of Malta, University of Wales, Newport and University of Leiden, Sweden – European Masters in International Inclusive Practice in Educational Settings (EMIIPES), 2011
International Erasmus Multilateral Project: St. Angelas’ College in partnership with University of Malta, University of Wales, Newport and University of Leiden, Sweden – European Masters in Responding to Learner Diversity (EMARLD), 2010

Completed projects
Training Programme for Bus Escorts. Deacy, E., McDonagh, D. and Tiernan, B. (2012) St. Angela’s College, Sligo and NAMSE.

Behaviours that Challenge: supporting students with Autistic Spectrum Disorders (ASDs) in the post-primary school. (2013) Fiona Jennings, and Ailbhe O’ Halloran
The research project explored the methodologies and strategies employed by graduates of the Post-Graduate Diploma in Special Educational Needs (Autistic Spectrum Disorders) in supporting students with ASDs presenting with challenging behaviours in post primary settings. It identified strategies and methodologies used by these teachers and their schools to prevent and respond to challenging behaviours.

NCSE 2007-2009 A Phenomenological Case Study Exploring Different Perspectives on Inclusion within one Post-Primary School in the NW of Ireland. Dr Ann Marie Casserly, Dr Ann Henry, Ms Monica Coady & Dr Harriette Marshall.
This research examines the views of inclusion from the perspectives of a number of key stakeholders within one large Irish post-primary school. An in-depth phenomenological case study approach was adopted to explore the research question and focus group data generated nine themes in regard to how inclusion may be defined. These themes encompassed Academic, Behavioural and/or Physical, Cultural and/or Historical, Economic, Emotional and/or Psychological, Ethical/Ideological and/or Moral, Holistic, Legal and/or Political and Social aspects of inclusion. In particular, these themes are seen as being underpinned by various discourses on inclusion relating to equality, social justice, rights-based, needs-based, political, pragmatic, excellence/standards, pathognomic and interventionist reflecting that definitions of inclusion are viewed somewhat differently by various stakeholders.

Department of Education and Science 2008-To date Impact Study of Programmes in Special Educational Needs and Learning Support. CSENID.
This scoping study was designed to investigate the impact of the Post-Graduate Programmes in Learning Support and Special Educational Needs 2002-2006 on teachers and schools. It was envisaged that this research would provide data to guide the process of further developing and enhancing the effective provision of professional development for teachers and, thereby, schools in the area of Special Educational Needs (SEN) and Learning Support (LS). Given the considerable investment of resources by both the Teacher Education Section (TES) of the Department of Education and Science (DES) and the two participating colleges, St. Angela’s College and Mary Immaculate College, it is was deemed imperative to determine the overall impact of the programmes in providing an effective response for SEN and LS in the primary and post-primary sectors. The aims of the impact study were:

To determine impact of the course on the professional development of the participants;
To determine the cascade effect of the programmes on the participants’ schools/curriculum, their teaching colleagues, relevant school personnel and parents;
To determine the effectiveness in providing for the education of pupils with SEN/Learning Support;
To determine the extent to which the aims and objectives of the courses have been effectively achieved;
To provide a basis for modification of programmes and the improvement of provision of programmes in the area of Learning Support/SEN;
To make recommendations for future action in relation to provision.

The overall findings showed positive perceptions to the Programmes of Training in its facilitation of continuing professional development (CPD), enhancement of pupils’ learning, establishment of school policy and structures, and its contribution to effective SEN provision and awareness within the school. The main findings indicated greater provision for pupils with SEN, increased teacher competence and confidence, greater collaboration with parents and outside agencies, evidence of increased peer interaction, and a need for more CPD in the area of SEN for all staff.

DES/SESS/DENI-2005-2006 Casserly, A.M. Special Education Needs Cross Border Professional Exchange Programme under PEACE II-Dyslexia; Inclusive Dyslexia – Friendly Practice.

DES/SESS/DENI-2005-2006 Deacy, E. Special Education Needs Cross Border Professional Exchange Programme under PEACE II-ASD Opening the Spectrum – Insights into Working with Pupils on the Autistic Spectrum.

DES/SESS/DENI-2005-2006 McDonagh, D. Special Education Needs Cross Border Professional Exchange Programme under PEACE II- It’s Good to Talk Using Case-Based Learning.

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