Educational Psychology, Inclusive and Special Education

41 Article
11 Conference contribution
8 Review article
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2025
How People With an Intellectual Disability Experience Inclusive Third-Level Education: A Scoping Review
Hennessy, T., McMahon, J. & Doody, O., Mar 2025, In: British Journal of Learning Disabilities. 53, 1, p. 158-191 34 p.
Research output: Contribution to journal › Article › peer-review

Open Access
I may be doing this but i’m not aware of it: teachers’ familiarity with evidence-based practices supporting autistic children in Ireland
Dervan, M., Egan, M. & Ring, E., 2025, (Accepted/In press) In: European Journal of Special Needs Education.
Research output: Contribution to journal › Article › peer-review

Open Access
Looking towards the future: the potential of precision teaching in the work of the educational psychologist in Ireland
Griffin, C. & Mannion, L., 2025, (Accepted/In press) In: Tizard Learning Disability Review.
Research output: Contribution to journal › Article › peer-review
2024

An exploration of pre-service teachers’ attitudes towards including students with ASD in general education in the USA.
Houser, M., O'Brien, T. & Guerriero, T., 2024, In: Journal of the American Academy of Special Education Professionals. p. 30-44
Research output: Contribution to journal › Article › peer-review
Experiences of Young People in Ireland with the Mental Health of Youth Story (MYSTORY) Photovoice Study
Walsh, E. H., Herring, M. P. & McMahon, J., 2024, (Accepted/In press) In: Journal of Creativity in Mental Health.
Research output: Contribution to journal › Article › peer-review

Open Access
Exploring the relationships between psychological wellbeing, religiosity and religious coping among post-primary school students in Ireland
Mannion, L., Harmon, M. & O’Brien, T., 19 May 2024, In: Irish Educational Studies.
Research output: Contribution to journal › Article › peer-review

Open Access
LGBT+ Teachers in Ireland’s experiences in primary schools
O Brien, T., 2024, In: Sex Education.
Research output: Contribution to journal › Article › peer-review
1 Citation (Scopus)
Listening to the experiences of students from refugee backgrounds in Irish post primary schools; implications for schools.
Gallagher, S., O'Brien, T. & Scully, M., 2024, In: Learn, The Journal of the Irish Learning Support Association. p. 9-27
Research output: Contribution to journal › Article › peer-review
Listening to the experiences of students from refugee backgrounds in Irish post primary schools: implications for schools
Gallagher, S., O'Brien, T. & Scully, M., 2024, Learn, The Journal of the Irish Learning Support Association, 45, p. 9-27.
Research output: Contribution to specialist publication › Article

Open Access
Photovoice Reimagined: A Guide to Supporting the Participation of Students With Intellectual Disabilities in Research
Mannion, N., Fitzgerald, J. & Tynan, F., 1 Jan 2024, In: International Journal of Qualitative Methods. 23, p. 1 16 p., 23.
Research output: Contribution to journal › Article › peer-review

Open Access
The Supportive Role of Peers in Realising an Inclusive School System for Neurodiverse Learners
Dervan, M., Egan, M. & Ring, E., 1 Mar 2024, In: Learn, The Journal of the Irish Learning Support Association. 45, p. 28-40
Research output: Contribution to journal › Article › peer-review
2023
Exploring the acceptability, feasibility, and appropriateness of a communication-friendly classroom tool for use in Irish schools: A qualitative inquiry
Gallagher, A. L., Murphy, R., Fitzgerald, J., Murphy, C. A. & Law, J., Jun 2023, In: PLoS ONE. 18, 6 June, e0287471.
Research output: Contribution to journal › Article › peer-review

Open Access
1 Citation (Scopus)
Phonemic awareness instruction - What, when, why, and how?
O Toole, D., Nov 2023, In: Irish Teachers’ Journal. 11, p. 91-99 9 p.
Research output: Contribution to journal › Article › peer-review

Open Access
Supporting Autistic Pupils in Primary Schools in Ireland: Are Autism Special Classes a Model of Inclusion or Isolation?
Sweeney, E. & Fitzgerald, J., Sep 2023, In: Disabilities. 3, 3, p. 379-395 17 p.
Research output: Contribution to journal › Article › peer-review

Open Access
2 Citations (Scopus)
The views of early career primary teachers on the impact of an undergraduate specialism in special education on their work as class teachers. Irish Teachers’ Journal
O'Brien, T., 2023, In: Irish Teachers’ Journal. p. 100-110
Research output: Contribution to journal › Article › peer-review
The views of Irish primary teachers towards the in-class versus the withdrawal models of support when working with children with dyslexia
Molyneaux, A. & O'Brien, T., 7 Jun 2023, In: Support for Learning. 38, 2, p. 119-125
Research output: Contribution to journal › Article › peer-review
Universal Design for Learning (UDL): Creating a Fairer System for All
O'Brien, T. & Fitzgerald, J., 2023, In: Learn, The Journal of the Irish Learning Support Association. 44, p. 36-44
Research output: Contribution to journal › Article › peer-review
‘Getting into the Nucleus of the School’: Experiences of Collaboration between Special Educational Needs Coordinators, Senior Leadership Teams and Educational Psychologists in Irish Post-Primary Schools
Holland, M. & Fitzgerald, J., Mar 2023, In: Education Sciences. 13, 3, 286.
Research output: Contribution to journal › Article › peer-review

Open Access
3 Citations (Scopus)
2022
An exploration of the assessment for intervention model in an Irish educational psychological context
Slattery, C., Egan, M. & Brophy, T., 2022, In: Educational Psychology in Practice. 38, 1, p. 1-19 19 p.
Research output: Contribution to journal › Article › peer-review

Open Access
COVID-19 related occupational stress in teachers in Ireland
Minihan, E., Adamis, D., Dunleavy, M., Martin, A., Gavin, B. & McNicholas, F., Jan 2022, In: International Journal of Educational Research Open. 3, 100114.
Research output: Contribution to journal › Article › peer-review
60 Citations (Scopus)
Educational research – Concepts and Methodology
Dunleavy, M. & O'Brien, T., 2022, In: Learn, The Journal of the Irish Learning Support Association. p. 138-155
Research output: Contribution to journal › Article › peer-review
Examining COVID-19 related occupational stress in teachers in Ireland through a qualitative study using a thematic analysis approach
Minihan, E., Begley, A., Martin, A., Dunleavy, M., Gavin, B. & McNicholas, F., Jan 2022, In: International Journal of Educational Research Open. 3, 100183.
Research output: Contribution to journal › Article › peer-review

Open Access
17 Citations (Scopus)
Exploring the views of students with dyslexia attending a third level college in Ireland
O'Brien, T., 12 Sep 2022, In: Support for Learning. 37, 3, p. 423-434
Research output: Contribution to journal › Article › peer-review
Leadership for inclusive special education: a qualitative exploration of SENCOs’ and principals’ Experiences in secondary schools in Ireland
Fitzgerald, J. & Radford, J., 2022, In: International Journal of Inclusive Education. 26, 10, p. 992-1007 16 p.
Research output: Contribution to journal › Article › peer-review
19 Citations (Scopus)
The growth of forest school: A review of the evidence base
Egan, D., Egan, S. M. & Brophy, T., 2022, In: An Leanbh Og--Irish Journal of Early Childhood Studies. 15, p. 1-14 14 p.
Research output: Contribution to journal › Article
2021
Back to basics? A critical reflection on the use of frequency-building and Precision Teaching to support pupil intervention in foundational curricular learning
Griffin, C. P., 16 Mar 2021, In: Irish Educational Studies. 40, 3, p. 469-491 23 p.
Research output: Contribution to journal › Article › peer-review
2 Citations (Scopus)
Dyslexia: Theories, Assessment and Support
O'Brien, T., 2021, In: European Journal of Special Needs Education. p. 706-708
Research output: Contribution to journal › Article › peer-review
Give them wings to fly: critiquing the Special Needs Assistant scheme through the lens of pupil independence
Griffin, C. & Blatchford, P., 2021, In: European Journal of Special Needs Education. 36, 2, p. 198-214 17 p.
Research output: Contribution to journal › Article › peer-review
11 Citations (Scopus)
Leading inclusive learning, teaching and assessment in post-primary schools in ireland: Does provision mapping support an integrated, school-wide and systematic approach to inclusive special education?
Fitzgerald, J., Lynch, J., Martin, A. & Cullen, B., Apr 2021, In: Education Sciences. 11, 4, 168.
Research output: Contribution to journal › Article › peer-review

Open Access
6 Citations (Scopus)
Sustained CPD as an effective approach in the delivery of the incredible years teacher classroom management programme
Davey, N. & Egan, M., 25 Feb 2021, (First Published Online) In: Educational Psychology in Practice. 37, 2, p. 169-186 18 p.
Research output: Contribution to journal › Article › peer-review
6 Citations (Scopus)
Unveiling the Context of practice: Teacher Allocation Models to support inclusion in primary schools in Ireland
Curtin, L. & Egan, M., 25 May 2021, (First Published Online) In: International Journal of Inclusive Education. 28, 2, p. 144-160 17 p.
Research output: Contribution to journal › Article › peer-review
2019
Affective issues impacting children with dyslexia in a special school in Ireland
Brien, T. O., 1 Oct 2019, In: Journal of Research in Special Educational Needs. 19, 4, p. 315-324
Research output: Contribution to journal › Article › peer-review
3 Citations (Scopus)
Developing an inclusive pedagogy-listening to the views of children with Dyslexia
O'Brien, T., 2019, In: REACH: Journal of Inclusive Education in Ireland. 32, 1, p. 50-60
Research output: Contribution to journal › Article › peer-review
2018

Addressing the Wellbeing of Learners with Complex Special Educational Needs: Using Junior Cycle Level Two Learning Programmes for explicit teaching of wellbeing for wellbeing.
Mannion, N. & Fitzgerald, J., 2018, In: Learn, The Journal of the Irish Learning Support Association. 40, 1 p.
Research output: Contribution to journal › Article
Assessing self-assessment: can age and prior literacy attainment predict the accuracy of children’s self-assessments in literacy?
Keane, L. & Griffin, C. P., 2 Jan 2018, In: Irish Educational Studies. 37, 1, p. 127-147 21 p.
Research output: Contribution to journal › Article › peer-review
6 Citations (Scopus)
Exploring the social construction of dyslexia
O'Brien, T., 2018, In: Learn, The Journal of the Irish Learning Support Association. 40, p. 97-105
Research output: Contribution to journal › Article › peer-review
I Want to Say so I Can Play: An Examination of a Pragmatic Language Intervention for Children with Specific Speech and Language Disorder.
DERVAN, M. & EGAN, M., 2018, In: Reach. 31, 1, p. 22-37 16 p.
Research output: Contribution to journal › Article
2017
Restructuring the College Classroom: A Critical Reflection on the Use of Collaborative Strategies to Target Student Engagement in Higher Education
Griffin, C. P. & Howard, S., 1 Nov 2017, In: Psychology Learning and Teaching. 16, 3, p. 375-392 18 p.
Research output: Contribution to journal › Article › peer-review
13 Citations (Scopus)
The SENCO role in post-primary schools in Ireland: victims or agents of change?
Fitzgerald, J. & Radford, J., 3 Jul 2017, In: European Journal of Special Needs Education. 32, 3, p. 452-466 15 p.
Research output: Contribution to journal › Article › peer-review

Open Access
29 Citations (Scopus)
2015
Increasing the sight vocabulary and reading fluency of children requiring reading support: the use of a Precision Teaching approach
Griffin, C. P. & Murtagh, L., 3 Apr 2015, In: Educational Psychology in Practice. 31, 2, p. 186-209 24 p.
Research output: Contribution to journal › Article › peer-review
22 Citations (Scopus)
“Literacy Lift-Off”: an experimental evaluation of a reading recovery programme on literacy skills and reading self-concept
Higgins, E., Fitzgerald, J. & Howard, S., 3 Jul 2015, In: Educational Psychology in Practice. 31, 3, p. 247-264 18 p.
Research output: Contribution to journal › Article › peer-review
6 Citations (Scopus)