Using Research in our School

Croí logo 1

Through its CROÍ Research Series, the Teaching Council aims to promote a research culture in schools. CROÍ stands for Collaboration and Research for Ongoing Innovation and is also the Irish word for heart, reflecting the fact that research is at the heart of teaching and learning.

The Council promotes a research culture in a number of ways including:

  • issuing and circulating regular research e-zines, including research summaries written by teachers for teachers
  • hosting research webinars on themes relevant to teachers' practice,
  • providing free access to all registered teachers to an online research library.

We have grouped some of these resources thematically to assist teachers in using them in school. You may wish to choose a particular theme and explore the resources below with colleagues as part of a staff meeting. Over time, we will expand this section of our website, so that it becomes a comprehensive and valuable resource to help teachers in using research in their classrooms.

*The Teaching Council provides registered teachers with free access to an online library in order to enhance their access to educational research, thereby supporting their professional learning. The Teaching Council does not accept responsibility for the accuracy or integrity of journals, articles, ebooks, citations and related webpages or material accessed via these resources. The inclusion of these resources does not imply Teaching Council endorsement of any products, services, views or information described or offered in any such articles, ebooks, citations and related webpages etc.


Access an ezine, webinar, and a selection of articles on Reflection

Ezine: Reflective Teaching, Reflective Learning: Continuing the Conversation 

This ezine, which is introduced by Professor Ruth Leitch, provides access to a range of resources and supports for teachers engaging in reflection. You can access the ezine here.

Webinar on Reflection

This webinar, which is just over one hour long, was first broadcast by the Teaching Council in January 2019 and was jointly hosted with the Junior Cycle for Teachers (JCT). During the webinar the themes of reflective teaching and reflective learning were discussed by the panel members listed below. The discussion was chaired by the Teaching Council's Director, Tomás Ó Ruairc. 

Panel Members

Dr Padraig Kirk, Director of Junior Cycle for Teachers

Professor (Emerita) Ruth Leitch, School of Social Sciences, Education and Social Work, Queen's University, Belfast

Bernie Tobin, Deputy Principal at St. John the Evangelist National School, Lucan, Co. Dublin

Dr Conor Mellon, Seconded teacher currently working in the Teachers' Learning and Research section of the Teaching Council

Anita McDonald, Post-Primary teacher at Ballybay Community College, Ballybay, Co. Monaghan

Webinar Timings

00:00 – 00:03 Introductions

00:03 – 00:10 What is reflection and why is it important?

00:10 - 00:21 Carving out a space for reflection in the current climate

00:21 - 00:28 What should policy makers do to embed reflection in the system?

00:28 - 00:38 Collaborative reflection

00:38 - 00:43 Student voice in the context of Brookfield’s lenses

00:43 - 00:46 How do we create a nurturing space for reflection?

00:46 – 00:54 School cultures

00:54 -00:57 Are policy makers too slow to change?

00:57 – 01:01 One thing we can do to embed reflection in/for our practice

01:01 - 01:02 Closing remarks

eBooks on Reflection

To access the eBooks using the links below, registered teachers must be logged in to the Teaching Council's online library. 

Login here using your Teaching Council Registration Number. Once logged in, select 'Access to Education Journals' on the bottom left of the screen.

Becoming a critically reflective teacher

Becoming a Critically Reflective Teacher

(S.D. Brookfield) 2017

A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.

New Educational Horizons

New Educational Horizons in Contemporary Ireland: Trends and Challenges

(P. Kieran & T.G. Grenham) 2012

Ireland is in the grip of a postmodern cultural deconstruction on many levels. The traditional ‘grand narratives' are increasingly viewed with suspicion and disenchantment as Ireland struggles to understand its evolving identity. There is a growing need for comprehensive interdisciplinary research that will facilitate teaching and learning in this rapidly changing cultural and societal context. This book brings a fresh approach to Irish educational debates, in which qualified educational specialists engage collaboratively in interdisciplinary reflection on their own teaching and learning. The volume addresses a multiplicity of key issues in Irish education (with a particular focus on the primary sector), including teacher formation, curriculum development, teaching and learning methods, educational policy, philosophy, history, religious education, ethics, special needs education and transformative education. The book aims both to critique new educational policy and practice and to identify the key challenges in providing innovative, imaginative and cutting-edge teaching and learning in contemporary Irish schools.

Action Research for Teachers

Action Research for Teachers: A Practical Guide 

(J. McNiff & J. Whitehead) 2005

Assuming no prior knowledge of research methods and techniques, this book is the perfect companion for teachers at all levels undergoing professional development who need to enhance their formal reflection skills. Providing a detailed explanation of what action research is and its importance in terms of whole school development, this book invites the teachers to try out educational research for themselves and adopt an investigative attitude that will help improve and evaluate practice. It includes: Support and guidance that help you tackle key issues; 'Real-life' practical case studies that underline what action research is and how it can be effectively used.

Teaching and Learning through Reflective Practice

Teaching and Learning Through Reflective Practice: A practical guide for positive action

(T. Ghaye) 2011

Now in its second edition, Teaching and Learning through Reflective Practice is a practical guide to enable all those involved in educational activities to learn through the practices of reflection. The book highlights the power that those responsible for teaching and learning have to appraise, understand and positively transform their teaching. Seeing the teacher as a reflective learner, the book emphasises a strengths-based approach in which positivity, resilience, optimism and high performance can help invigorate teaching, enhance learning and allow the teacher to reach their full potential. This approach busts the myth that reflection on problems and deficits is the only way to better performance. The approach of this new edition is an ‘appreciative'one. At its heart is the exploration and illustration of four reflective questions: What's working well? What needs changing? What are we learning? Where do we go from here? With examples drawn from UK primary teacher education, the book reveals how appreciative reflective conversations can be initiated and sustained. It also sets out a range of practical processes for amplifying success. This book will be a must have for undergraduate and PGCE students on initial teacher training programmes. It will also interest practising teachers, teacher educators and those on continuing professional development courses.

Curriculum Action Research

Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practitioner

(J. McKernan) 1996

A handbook of research techniques for teachers, this book documents the historical development and changing nature of action research in the curriculum and aims to encourage teacher development through curriculum inquiry. It describes 57 action research tools, ten of which are new.

Enhancing Practice through Classroom Research

Enhancing Practice Through Classroom Research: A Teacher’s Guide to Professional Development

(C, McDonagh & M. Roche & B. Sullivan & M. Glenn) 2020

Offering updated references, questions for reflection, the latest case studies, and current advice relating to data protection and storage, this second edition of Enhancing Practice through Classroom Research provides an accessible introduction to understanding and improving teaching and learning through a process of reflection, research, and action. Divided into five parts, this self-study action research approach emphasises the positive aspects of enhancing practice and reflects how this can lead to higher levels of teacher autonomy and agency. With the addition of a chapter dedicated to the links between action research and well-being, this book provides a step-by-step guide to beginning your own research and covers topics such as: Identifying an area of professional concern or interest Exploration of educational values Developing a better understanding of practice Thinking critically about educational practices Finding a research methodology Drawing on the authors'new experiences of working with second level, third level, and postgraduate educators, as well as their work designing postgraduate programmes in the field of critical reflection and self-study action research, this friendly guide provides a straightforward approach to classroom research. It is the perfect resource for all student and practising teachers looking for support in classroom research, as well as those wanting to pursue effective professional development or further studies in an area of interest.

Developing Reflective Practice

Developing Reflective Practice: A Guide for Beginning Teachers

(D. McGregor) 2011

This student friendly practical guide helps you get to grips with reflective practice in teaching, using theories & case studies.

The Teacher's Reflective Practice Handbook

The Teacher’s Reflective Practice Handbook: Becoming an extended professional through capturing evidence-informed practice

(P. Zwozdiak) 2012

What do we mean by reflective practice? What does it involve? How can it help you develop as a teacher? The Teacher's Reflective Practice Handbook is an essential source of advice, guidance and ideas for both student and practising teachers. Helping you to translate pedagogical knowledge into practice, this Handbook guides you through studying your own teaching for personal development, evaluating your lessons through classroom research, and enhancing the quality of pupil learning. It offers an innovative framework which serves to prepare you for the challenges and complexities of the classroom environment, and supports the continuing improvement of your teaching. Underpinned by key theoretical concepts and contemporary research within the field of education, chapters help you to: systematically evaluate your teaching through classroom research procedures question personal theories and beliefs, and consider alternative perspectives and possibilities try out new strategies and ideas to maximise the learning potential of all students enhance the quality of, and continue to improve, your teaching. Including a range of reflective tasks, links to online resources, exemplification material and further reading to help you develop your own thinking, The Teacher's Reflective Practice Handbook is an accessible guide which supports the facilitation of reflective practice through self and peer assessment, problem-based learning and personal development planning. The multi-dimensional framework enables you to build a meaningful, personally relevant portfolio of evidence-informed practice.

Podcast on Reflection 

Reflective Practice with Professor Brendan Cropley (Emma and Tom Talk Teaching, 13/11/20)

Listen here

Professor Cropley is a professor of sport coaching and an educator. Cropley emphasizes that becoming a reflective practitioner is a journey, and reflective conversations can support teachers on that journey. He talks about how to support teachers who have little or no experience in critical reflection, and how the person who is listening to the reflector can encourage them to think more deeply. Cropley discusses the need to select a reflective approach/model/framework that suits both our individual and collaborative purpose. He outlines the impact of reflective practice that moves beyond a description of our teaching and interactions into the realm of understanding ourselves and our practice better. Reflective practice is instigated through questioning, and the quality of the reflective practice is a factor of the quality of the questions we ask. The podcast provides down-to earth advice for anyone engaged in reflection, whether as an experienced teacher or someone who's new to the profession.  

Reflecting on Professional Learning

Feedback received from teachers during Cosán workshops pointed to the need for accessible information on the concept of reflection. Here you will find a video on models of reflection commonly used in education contexts and videos on tools to support reflection on professional learning.

Having accessed these resources on reflection, you may wish to access this workshop guide which has been designed to facilitate a school-based workshop on reflection with particular reference to reflection on professional learning in the context of the Cosán framework.

Reflection Postcard ezine


Access an ezine, webinar, and a selection of articles on Wellbeing

Wellbeing Ezine

This ezine contains ten summaries of research articles that consider wellbeing from different perspectives.

Read summaries of research articles which consider wellbeing from different perspectives including wellbeing and academic performance, wellbeing and general health, wellbeing and emotional intelligence and subjective wellbeing. The articles were chosen and the summaries were written by registered teachers.  The full text of articles is freely available for registered teachers on the Council's online library.  Access the ezine here.

Wellbeing Webinar

The Teaching Council hosted a webinar in November 2017 where the theme of wellbeing was discussed by the panellists below. The webinar is one hour and thirteen minutes long and you can view the recording of the webinar below.

Panel Members

Ms Marie-Therese Downes, Primary teacher, PhD candidate, and member of the Teaching Council's Research Engagement Group

Dr Niall Muldoon, Ireland's Ombudsman for Children

Prof. Roisin Corcoran, formerly Assistant Professor at John Hopkins University and now a member of UCD School of Education

Keara Caul, fifth year student in Fingal Community College who has worked with Crosscare on projects related to the theme of wellbeing

Patrick Ferris, fifth year student in Fingal Community College who has completed the Jigsaw 'It's time to start talking' programme

Webinar Timings

00:00 - 00:04 Introductions

00:04 – 00:14 Different definitions and understandings of wellbeing

00:14 – 00:27 Leadership and a whole school approach to wellbeing (Cultures of wellbeing)

00:27 – 00:39 The impact of exams on student and teacher wellbeing

00:39 – 00: 46 Wellbeing in the context of SEN

00:46 – 00:49 The impact of social media on wellbeing

00:49 – 00:55 Cooperating with individuals in the health

00:55 – 01:00 Experiences with a school peer mentoring programme

01:00 – 01:05 To what extent are we over-reliant on ‘new programmes’ for wellbeing?

01:07 – 01:10 Key advice for teachers to enhance both their wellbeing and the wellbeing of others

01:10 – 01:13 Closing remarks

eBooks on Wellbeing

To access the eBooks using the links below, registered teachers must be logged in to the Teaching Council's online library. 

Login here using your Teaching Council Registration Number. Once logged in, select 'Access to Education Journals' on the bottom left of the screen.

eBook cover CROÍ

Children's Social and Emotional Wellbeing in Schools: A Critical Perspective

(D. Watson and C. Emery) 2012

This book challenges the concept of wellbeing as applied to children, particularly in a school-based context. Taking a post-structural approach, it suggests that wellbeing should be understood, and experiences revealed, at the level of the subjective child. This runs counter to contemporary accounts that reduce children's wellbeing to objective lists of things that are needed in order to live well. This book will be useful for academics and practitioners working directly with children, and anyone interested in children's wellbeing.

Live Well Teach Well

Live Well, Teach Well: A Practical Approach to Wellbeing That Works

(A. Mann) 2018

Stressed? Overworked? Drowning in marking? This book has it covered. In order to secure the best possible outcomes for your pupils, you must look after your own wellbeing, and Live Well, Teach Well is jam-packed with 90 practical ideas and strategies to help you do just that.#Teacher5aday advocate Abigail Mann provides advice, activities and techniques that any primary or secondary teacher can use to support their own mindfulness, wellbeing, and physical and mental health, and that of their colleagues too. The ideas will help you to stay energised, focused and positive throughout the school year, and to work more efficiently and effectively, so you can maintain a healthy work-life balance. There are also tips on building constructive, fulfilling relationships with the community you are serving, on supporting pupil wellbeing (because a happy class means a happy teacher!) and on making wellbeing a focus at a whole-school level.

Wellbeing in the Primary Classroom

Wellbeing in the Primary Classroom: A Practical Guide to Teaching Happiness

(A. Bethune) 2018

Evidence has shown that happy people (those who experience more positive emotions) perform better in school, enjoy healthier relationships, are generally more successful and even live longer! It is an ever-growing concern, therefore, that children's levels of happiness and wellbeing are decreasing, while their levels of stress, anxiety and depression are increasing. As a result, many schools and teachers are looking for accessible ways to address these mental health problems in young people. In this practical and thoughtful book, experienced teacher and advisor on children's wellbeing, Adrian Bethune, takes the latest evidence and research from the science of happiness and positive psychology and brings them to life. Wellbeing in the Primary Classroom is packed full of tried-and-tested activities and techniques and has a foreword by Sir Anthony Seldon, former Master of Wellington College, well known for introducing and advocating happiness and wellbeing in education. It is an essential guide to supporting emotional and mental wellbeing in the primary classroom.

Teaching Happiness and Wellbeing

Teaching Happiness and Well-Being in Schools

(I. Morris) 2015

This updated edition is a theoretical and practical guide to implementing a well-being programme in your school. The book covers three areas: well-being as a philosophy of education, the teaching approach to well-being and the content that might form a well-being programme in a school. It is also a manifesto for a meaningful aim to education. There has recently been an explosion of interest in positive psychology and the teaching of well-being and 'happiness 'in the PSHE world in schools and many teachers are looking for clear information on how to implement these potentially life-changing ideas in the classroom. This book provides an introduction to the theory of positive psychology and a practical guide on how to implement the theory in (primarily secondary) schools. It is written by Ian Morris who worked under Anthony Seldon at Wellington College which is well-known for its well-being and happiness curriculum.

The Mentally Healthy Schools Workbook

The Mentally Healthy Schools Workbook: Practical Tips, Ideas, Action Plans and Worksheets for Making Meaningful Change

(P. Knightsmith)2020

This book is the perfect starting point for anyone looking to promote and encourage mental health in their school, or evaluate their existing provision, in line with current government priorities. It covers not only the day-to-day practical steps you can take to meet the mental health needs of learners, but also a provides a whole bank of ideas for ensuring you adopt a whole-school approach to positive mental health. Pooky Knightsmith lays out tried and tested tools you can use to evaluate the overall mental health of a school, showing how to improve and support the mental health of staff, and how to ensure that the voice of every learner is heard and valued, including the most vulnerable - and that everyone involved with the school feels safe, healthy and happy. Pooky's simple 'litmus test' framework lays out six practical areas you can explore to implement change within your own school, with explanations, sheets to fill in, tips from loads of school staff, and case examples that break these ideas down into easily digestible chunks. This much-needed book is a jumping off point for meaningful change in all aspects of your school community that will promote, support and strengthen mental health at whole-school level.

Character Toolkit for Teachers

Character Toolkit for Teachers: 100+ Classroom and Whole School Character Education Activities for 5 to 11 Year Olds

(F. Roberts & E. Wright) 2018

This accessible and much-needed resource sets out advice on how to develop character and encourage wellbeing in pupils aged 5-11.Schools are increasingly aware of how beneficial positive character skills can be, but resources on how to develop them are scarce. This book gives teachers the means to promote gratitude, positive emotions, character strengths, and positive relationships through 100+ easy-to-implement activities such as student diaries, classroom displays and letter writing campaigns. It also includes tools and strategies that go beyond the classroom, helping to embed character education into the culture and ethos of the entire school. Each chapter will include a short introduction to the relevant theoretical background, and all activities are based on validated character education and positive psychology interventions. Bite-sized and practical, and full of ideas that can be dipped in and out of in the classroom, this is an ideal book for busy teachers.

Personal Wellbeing Lessons

Personal Well-being Lessons for Secondary Schools: Positive Psychology in Action for 11 to 14 Year Olds

(l. Boniwell & L. Ryan) 2012

This book offers practitioners working with 11-14 year olds, a highly practical education resource for running well being lessons.

Nurturing Wellbeing Development

Nurturing Wellbeing Development in Education: From Little Things, Big Things Grow

(F. McCallum & D. Price) 2016

At the core of education, the notion of wellbeing permeates both learner and teacher wellbeing. This book explores the central role and responsibility of education in ensuring the wellbeing of children and young people. Through the employment of vignettes, proactive educational wellbeing initiatives are provided to address issues pertaining to learner and teacher wellbeing, mainstream classrooms, educational marginalisation, disabilities, cyber citizens, initial teacher education and rural education. Through employing diverging theoretical approaches of; expectancy x value theory; ecological systems theory and community practices across digital imagery; case studies; questionnaires and survey methodology, the key message of the centrality of wellbeing to educational success pervades. This book provides a critical engagement with the educational discourse of wellbeing, whilst addressing issues impacting on wellbeing with worldwide implications. It offers a unique insight into both learner and teacher wellbeing and how education can contribute to enhancing wellbeing outcomes for society in general.

ERC-TPL Wellbeing Literature Review Report

This literature review represents the output of the first strand of a 3-year project whose overall goal is to develop a framework for the evaluation of teachers’ professional learning (TPL).

To access this review, please click here.

Chapter 5 – Broader school context for wellbeing

This document is available here.

5.1 Relevant theoretical approaches

5.2 The role of wellbeing in effective learning environments 

5.3 The role of teachers in social and emotional learning

5.4 Teacher wellbeing

5.5 Conclusions


Chapter 6 – A profile of the wellbeing of children and young people in Ireland

This document is available here.

6.1 Overview of national and international studies on the wellbeing of 5 to 18 year-olds 

6.2 Expanding the role of young people in research on their wellbeing 

6.3 Key findings on young people’s wellbeing from national research 

6.4 Key findings on children and young people’s wellbeing from international research 

6.5 Conclusions 

As well as these research resources from our website and elsewhere, you may be interested to note that there is a wealth of other wellbeing supports available in our Taking Care of You page here.

Wellbeing Postcard ezine


Access an e-zine, webinar and a selection of eBooks and articles on the theme of Inclusion

Inclusion Ezine

Issued in October 2018, this e-zine contains summaries of six research articles on Inclusion.  The articles were chosen and the summaries were written by registered teachers. You can access the ezine here.

Inclusion Webinar

Panel discussion on the theme of Inclusion for All

First broadcast in November 2018, this webinar which is just over one hour long and features a panel discussion on the theme of Inclusion for All.  The panel members are listed below and the recording of the webinar can be watched below.  

Panel Members

Dr Manuela Heinz (Lecturer and Director of the Professional Master of Education Programme in NUIG, and author and lead researcher on the Diversity in Initial Teacher Education project)

Gemma Campion (Primary teacher, PhD student and John Coolahan Research Support Framework Recipient)

Dr Carol-Ann Ó Síoráin (Programme Co-ordinator of the Postgraduate Certificate/ Diploma in Special Educational Needs - Autism Spectrum Disorder, at St. Angela's College, Sligo)

Webinar Timings

00:00 - 04:00 Introductions

04:00 – 08:00 Why is inclusion for all so important?

08:00 – 11:00 Critical self-reflection – vital skill of an inclusive teacher

11:00 – 18:00 Diversity gap in the teaching profession

18:00 – 27:00 Do we have a truly Inclusive society to encourage a more diverse environment?

27:00 – 37:00  Whole school approach to inclusion

37:00 – 46:00 Pressures and expectations

46:00 – 53:00 Barriers to inclusion  

53:00 – 56:00 Joining the dots

56:00 – 01:01:00 Key advice to peers on making progress in inclusive education  

01:01:00 – 01:03:00 Closing remarks

eBooks on Inclusion

To access the eBooks using the links below, registered teachers must be logged in to the Teaching Council's online library. 

Login here using your Teaching Council Registration Number. Once logged in, select 'Access to Education Journals' on the bottom left of the screen.

Inclusion in Action

Inclusion in Action: Practical Strategies to Modify your Curriculum

(N. Eredics) 2018

In the book, seasoned educator Nicole Eredics introduces readers to the what and the how of inclusion. Advice is offered on how to break barriers and enhance the inclusive culture in classrooms and schools, with key topics such as team collaboration, universal design for learning, co-teaching and social-emotional supports also covered. Some 40 specific, teacher-tested strategies are offered to further support inclusive practice, with student goals, simple step-by-step directions and implementation tips, suggested interventions and extensions, and samples of authentic student work that illustrate the strategy in action. Inclusion in Action may be useful as a beginner's guide to inclusion while also providing a goldmine of practical ideas for experienced teachers. 

Understanding Inclusion

Understanding Inclusion: Core Concepts, Policy and Practice

(R. Woolley) 2018

Understanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging readers to think about being ‘inclusive' in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting an understanding of difference as the norm, and not the exception. Underpinned by the latest research (check out the Teaching Council’s CROÍ Research Series for more), discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Readers may also enjoy the questions posed throughout which support individual and collaborative reflection. The book considers a number of crucial aspects of inclusion, for example, social inclusion and social class, perceptions of ability and disability, global perspectives on culture and identity, restorative justice for inclusion, and the central role of leadership. Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning. 

Inclusion in Context

Inclusion in Context: Policy, Practice and Pedagogy

(Ó. Ní Bhroin) 2017

Recent years have seen a significant policy transformation regarding inclusive education in Ireland. This book investigates how resource teachers and class teachers interpret the policy and principles of inclusion and enact these in their practice. Based on a study of nine resource teachers and nine class teachers, each paired in a particular school, it includes material from both interviews and observations of practice, providing a detailed qualitative account of the actions and interactions of teaching/learning experiences. The findings provide insights into how inclusion is understood, interpreted and experienced in the classroom. They will be of interest to all those who are active in the field of education for inclusion, particularly teachers and policymakers. 

Reconsidering Inclusion

Reconsidering Inclusion: Sustaining and Building Inclusive Practices in Schools

(A. Ekins) 2016

Reconsidering Inclusion may be suitable for all those interested in inclusive practice and provides insight into inclusive practices in schools. Informed by research undertaken on the reality of developing inclusive practices in schools, and years of practitioner experience in the field of education, the book outlines how staff's social and emotional relationships can sustain and build inclusive practices. As well as engaging discussion of key findings and themes central to the practitioner, encouraging them to critically engage in developing inclusive practices in their schools, readers will find reflective questions about their practice and examples of key competing perspectives to enhance deeper understanding. Ekins presents authentic accounts and discussions of the reality of developing inclusive practices, as experienced and explained by teachers faced with the responsibility of enacting those practices. The book concludes with a discussion on achievable implications for practice both at a personal and professional level. 

Transition Special

Transition for Pupils with Special Educational Needs: Implications for Inclusion Practice and Policy

(G. Scanlon, Y. Barnes-Holmes, M. Shevlin and C. McGuckian) 2019

Moving from primary to post-primary school and moving from post-primary to further/higher education pose significant challenges to many young people. Both transitions involve greater personal autonomy, self-awareness and ideally self-efficacy. For students with Special Educational Needs and/or Disabilities (SEND), these challenges are potentially greater, and continuity in, or access to new, support may be necessary to facilitate these transitions in a manner that gives all students equal opportunities for taking charge of their own lives, including their education. The existing empirical literature on the transitions of students with SEND at these levels is limited. This book reviews the conceptual, policy and research evidence on young people's experiences of these transitions. The book also reports on new research conducted with young people with SEND and relevant stakeholders (including parents, educational professionals and voluntary agencies) involved in these transitions in Ireland. In so doing, the book provides a framework of evidence-based practice that can enable schools and professionals to develop effective and inclusive transition policies and programmes. 

Freely available for registered teachers as part of the Teaching Council's online library.

To access the library, registered teachers will need to login here using their Teaching Council Registration Number. Once logged in, select 'Access to Education Journals' on the bottom left of the screen.

Articles on Inclusion

Freely available for registered teachers as part of the Teaching Council's online library.

To access the online library, registered teachers will need to login here using their Teaching Council Registration Number. Once logged in, select 'Access to Education Journals' on the bottom left of the screen.