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Project IRIS Irish Bibliography

This bibliography represents work published since 2000 and reviewed as part of Project Iris.


  1. Association for Higher Education Access and Disability (2003) Survey of Students with Learning Difficulties and/or Disabilities in Second Level Schools in the Republic of Ireland: Executive Summary. Dublin: AHEAD
  2. Armstrong, D., Kane, G., O’Sullivan, G, & Kelly, M. (2010)National Survey of Parental Attitudes to and Experiences of Local and National Special Education Services. Research Report no.6 Trim: National Council for Special Education
  3. Bell, S., McPhillips, T. and Doveston, M. ,(2010) How do teachers in Ireland and England conceptualise dyslexia?. Journal of Research in Reading, 33 (2)
  4. Boyd, G, & Donnelly, G.  (2003) Responding to the Task Force on Autism. Reach, journal of special needs education in Ireland 16 (2) 67 – 73
  5. Browne, E. (2011) Educational provision for children with speech and language difficulties in mainstream primary schools. Reach 24 (2) 85 - 95
  6. Buckley, S., Hillery, S., Guerin, J., McEvoy, J, & Dodd, P. (2008) The prevalence of features of attention deficit hyperactivity disorder in a special school in Ireland. Journal of Intellectual Disability Research. 52 (2) 156 - 162
  7. Carol, C. (2010)“It's not every day that parents get a chance to talk like this”: Exploring parents' perceptions and expectations of speech-language pathology services for children with intellectual disability.International Journal of Speech-Language Pathology, 12, (4) 352-361
  8. Carrig, M. (2004) Changing role of the special needs assistant: perspectives of a special school staff. Reach, journal of special needs education in Ireland. 17 (2) 119 – 126
  9. Casserly, A. M. (2011) Children's experiences of reading classes and reading schools in Ireland. Support for Learning 26 (1) 17 - 24
  10. Coffey, A. (2004) Accessing the curriculum: a case study of pupils with special educational needs in a mainstream Irish primary school.  Reach, journal of special needs education in Ireland 17 (2) 93 - 103
  11. Coyle, A. (2011). The Inclusion of a Pupil with Asperger Syndrome in a Mainstream Primary School. Reach, 24 (2), 96-110
  12. Crawford, S. (2011) An examination of current adapted physical activity provision in primary and special schools in Ireland. European Physical Education Review 17 (1) 91 - 109
  13. Day, T, &  Reid, G. (2003) Response to the Task Force on Dyslexia. Reach, journal of special needs education in Ireland 16 (2) 74 – 81
  14. Day, T. (2005) In-class support for children with special needs in mainstream schools. Reach, journal of special needs education in Ireland 18 (2) 79 – 87
  15. Day, T, &Prunty, A. (2010) The role of special schools and special classes in Ireland. Reach, journal of special needs education in Ireland 24 (1) 3 – 23.
  16. Devine, D, & Kelly, M. (2006) ‘I Just Don't Want to Get Picked on by Anybody’: Dynamics of Inclusion and Exclusion in a Newly Multi-Ethnic Irish Primary School. Children and Society 20 (2) 128 - 139
  17. Drudy, S, & Kinsella, W. (2009) Developing an inclusive system in a rapidly changing European society. International Journal of Inclusive Education. 13 (6) 647 - 663
  18. Flynn, P., Shevlin, M, & Lodge, A. (2011) Are you listening? I’m Me! Reach, journal of special needs education in Ireland 25 (1) 60 - 74
  19. Gannon, B, & Nolan, B, (2006) Disability and Social Inclusion in Ireland. Dublin: The Equality Authority, National Disability Authority.
  20. Gannon, S, &McGilloway, S. (2009) Children's Attitudes toward Their Peers with Down Syndrome in Schools in Rural Ireland: An Exploratory Study. European Journal of Special Needs Education 24 (4) 445 - 463
  21. Gash, H., Guardia Gonzales, S., Pires, M, &Rault, C. (2000) Attitudes towards Down Syndrome: a national comparative study in France, Ireland, Portugal and Spain. Irish Journal of Psychology. 21 (3-4) 203 – 214
  22. Gillan, D, and Coughlan, B. (2010) Transition from Special Education into Postschool Services for Young Adults With Intellectual Disability: Irish Parents' Experience Journal of Policy and Practice in Intellectual Disabilities 7 (3) 196 - 203
  23. Greene, S. (2005) Disability Act 2005: response. Reach, journal of special needs education in Ireland. 19 (1) 16 – 22
  24. Griffin, S, & Shevlin, M. (2007) Responding to Special Educational Needs. Dublin: Gill and MacMillan.
  25. Hardiman, S., Guerin, S, & Fitzsimons, E. (2009) A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings. Research in Developmental Disabilities. 30 397 – 407
  26. Henry, A., Casserly, A., Coady, M, & Marshall, H. (2008) A Phenomenological Case Study Exploring Different Perspectives on Inclusion within One Post-Primary School in the North West of Ireland. Sligo: St. Angela’s College and NUI Galway
  27. Howie, D., (2010), A comparative study of the positioning of children with special educational needs in the legislation of Britain, New Zealand and the Republic of Ireland, International Journal of Inclusive Education, 14 (8) 755-776
  28. Kearns, H, & Shevlin, M. (2006) Initial teacher preparation for special educational needs: policy and practiced in the north and south of Ireland. Teacher Development 10 (1) 25 – 42
  29. Kelly, A., Carey, S, & McCarthy, S. (2004) A Nationwide Study of Challenging Behaviour in Special Schools in Ireland 2002 -2003. Dublin: St John of God Hospitaller Service
  30. Kelly, A., Carey, S., McCarthy, S, & Coyle, C. (2007) Challenging behaviour: principals experiences of stress and perception of the effects of challenging behaviour on staff in special schools in Ireland. European Journal of Special Needs Education 22 (2) 161 – 181
  31. Kenny, M., McNeela, E., Shevlin, & Daly, T. (2000) Hidden Voices: Young People with Disabilities Speak about their Second Level Schooling. Baillincollig County Cork: The South West Regional Authority.
  32. Kenny, M., McNeela, E., Noonan Walsh, P, & Shevlin, M. (2003) In the Morning the Dark Opens. Dublin: Centre for the Study of Developmental Disabilities, University  College Dublin and National Institute for the Study of Learning Disabilities, Trinity College Dublin.
  33. Kenny, M., Shevlin, M., Noonan-Walsh, P, &McNeela, E. (2005) Accessing mainstream: examining the struggle for parents of children who have learning difficulties. Journal of Research in Special Educational Needs. 5 (1) 11 - 19
  34. Kinsella, W,  Senior, J. (2008) Developing inclusive schools: a systematic approach. International Journal of Inclusive Education. 12 (5&6) 651 – 665.
  35. Lawlor, L, &Cregan, Á. (2003) The evolving role of the special needs assistant: towards a new synergy. Reach, journal of special needs education in Ireland. 16 (2) 82 - 93
  36. Logan, A. (2006) The role of the special needs assistant supporting pupils with special educational needs in Irish mainstream primary schools. Support for Learning 21 (2) 92 – 99
  37. Lynch, P. (2007) Inclusion: provision, practice and curriculum – time for a closer look. Reach, journal of special needs education in Ireland 20 (2) 119 – 129
  38. Mac GiollaPhádraig, B. (2010) What right have you? An examination of the rights afforded to parents of children with special educational needs in education in Ireland. Reach, journal of special needs education in Ireland 24 (1)24 (1) 48 – 59
  39. Mathews, E. (2011)  Deinstitutionalizing deafness through the mainstreaming of deaf education in the Republic of Ireland. In L, Holt (Ed.) Geographies of Children, Youth and Families: An International Perspective. London: Routledge
  40. Meaney, M. (2006) Questions teachers ask about the Education for Persons with Special Educational Needs Act. Learn 28 73 – 79
  41. McCauley, E. (2009) Transition from primary to post primary school: Issues for students with special educational needs. Reach, Journal of special needs education in Ireland 23 (1) 32 - 46
  42. McCauley, E. (2010) Transition from primary to post primary school: what the post-primary teachers saw! Reach, Journal of special needs education in Ireland 23 (2) 67 - 80
  43. McDonnell, P. (2003) Developments in special education in Ireland: deep structures and policy making. International Journal of Inclusive Education. 7 (3) 259 – 269
  44. McGee, P. (2004) Reflections on Irish special education over four decades. Reach, journal of special needs education in Ireland 17 (4) 67 – 79
  45. McGrath, B. (2006) ‘Everything is different here…’ mobilizing capabilities through inclusive education practices and relationships. International Journal of Inclusive Education. 10 (6) 595 – 614
  46. McKenna, M. (2009) Teaching young children with autistic spectrum disorder (ASD): a personal approach. SLD Experience (4) 3 - 6
  47. McPhillips, T., Bell, S. and Doveston, M. (2009) Identification and intervention for primary pupils with dyslexia in Ireland and England: finding a path through the maze. REACH Journal of Special Needs Education in Ireland.22 (2)
  48. McPhillips, T, &Shevlin, M. (2010) Evaluating the teaching and learning experience for the child with dyslexia in special and mainstream settings in Ireland. Support for Learning 24 (2) 63 - 72
  49. McTiernan, A., Leader, G., Healy, O, &Mannion, A. (2011)Analysis of risk factors and early predictors of challenging behaviour for children with autism spectrum disorder. Research in Autism Spectrum Disorders5 (3), 1215 - 1222
  50. McStay, V., McGree, S, & Hunt, D. (2008) Attitudes of school children towards a peer with an intellectual disability: a comparison of integrated and segregated cohorts. Reach, journal of special needs education in Ireland. 22 (1) 24 – 33
  51. Meegan, S, &MacPhail, A. (2006) Irish physical educators’ attitudes toward teaching students with special educational needs European Physical Education Review. 12 (1) 75 - 97
  52. Meegan, S, &MacPhail, A. (2006) Inclusive education: Ireland’s provision for children with special educational needs. Irish Educational Studies 25 (1) 53 – 62
  53. Merrigan, C., & Senior, J. (2011). Outreach: A Future Role for Special Schools in Ireland. Reach, 24 (2), 77-84
  54. Minihan, A., Kinsella, W, & Honan, R. (2011) Social skills training for adolescents with Asperger’s syndrome using a consultation model. Journal of Research in Special Educational Needs. 11 (1) 55 - 69
  55. Monaghan, C. (2010) An evaluative case study of a daily gross motor exercise programme for students with special educational needs in a mainstream primary school. Reach, journal of special needs education in Ireland 24 (1) 36 – 47
  56. Motherway, C. (2011) Students’ views about special schooling: Do “dilemmas of difference” apply. Reach, journal of special needs education in Ireland 25 (1) 25 - 37
  57. Mullan, Y, & Travers, J. (2007) An early intervention that counts: an evaluation of the Number Worlds Programme in a disadvantaged area. In A, Gilligan, & P, Downes. (Eds.) Beyond Educational Disadvantage. Dublin: Institute of Public Administration.
  58. Murphy, O, Healy, O, & Leader, G. (2009) Risk factors for challenging behaviours Among 157 children with autism spectrum disorders in Ireland. Research in Autism Spectrum Disorder 3 (2) 474 - 482
  59. National Disability Authority (2008) The Experiences of Students with Physical Disabilities in Second Level schools. Dublin: NDA
  60. NicPháidín, E.  (2010) Assessment for learning in a special education setting. Reach, journal of special needs education in Ireland 24 (1) 25 - 35
  61. Nugent, M. (2006) Special education services for children with specific learning disability (dyslexia): an evaluation Reach, journal of special needs education in Ireland 19 (2) 102 - 111
  62. Nugent, M. (2007) Comparing inclusive and segregated settings for children with dyslexia – parental perspectives from Ireland. Support for Learning. 22 (2) 52 – 59
  63. O’Brien, E. (2010) Teachers and special needs assistants in Irish classrooms: an evaluation of a model of reflective teamwork. Reach, Journal of special needs education in Ireland 23 (2) 81 - 94
  64. O’Brien, S, & Ó Fathaigh, M. (2007) Ideological challenges to the social inclusion agenda in the Republic of Ireland. International Journal of Inclusive Education 11 (5&6) 593 - 606
  65. O’Donnell, M. (2003) Transfer from special to mainstream: the voice of the pupil. In M, Shevlin &R, Rose. (Eds) Encouraging Voices: Respecting the Insights of Young People who have been Marginalised. Dublin: National Disability Authority
  66. O’Gorman, E. (2007) Reflections on teacher education in special educational needs in Ireland. Learn. 29 100 – 110
  67. O’Gorman, E. &Drudy, S. (2010) Addressing the professional development needs of teachers working in the area of special education/inclusion in mainstream schools in Ireland. Journal of Research in Special Educational Needs 10 (1) 157 – 167
  68. O’Gorman, E. &Drudy, S. (2011)Professional Development for Teachers Working in Special Education/Inclusion in Mainstream Schools. Research Report. Dublin: UCD
  69. O’Keeffe, M. (20011) Students with moderate general learning disabilities speak of their experiences in mainstream schools. Reach, journal of special needs education in Ireland 25 (1) 39 – 59
  70. O’Keefe, P. (2004) The special school in an age of inclusion. REACH 18 (1) 3 – 15
  71. O’Mahony, P.J. (2011) Leadership and learning in special schools for students with low incidence general learning disabilities in a time of change in Ireland: principal’s perceptions. Reach 24 (2) 111 – 122
  72. O’Neill, Á, & Rose, R. (2008) The changing roles of teaching assistants in England and special needs assistants in Ireland: a comparison. Reach, journal of special needs education in Ireland. 22 (1)  48 -58
  73. O’Neill, Á, (2010)  Identifying core competences and skills for assistants: implications for training to support inclusive classrooms. In R, Rose, (Ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. London: Routledge
  74. Parkinson, S. (2001) Special education policy in the Republic of Ireland and  the influence of Circular 8/99 on a developing national educational psychology service. Irish Journal of Psychology. 22 (3-4) 257 – 268
  75. Pringle, J. (2010) School completion for children in a special class from the perspective of resilience: A case study. Reach, Journal of special needs education in Ireland 23 (2) 107 - 115
  76. Redahan, A. (2006) Implementing inclusive education in mainstream primary schools: an exploration of parental perspectives. Learn 28 36 - 42
  77. Reilly, C. (2009). Educating Students with Prader-Willi Syndrome.Reach, 23 (1), 13-23
  78. Ring, E, & Travers, J. (2005) Barriers to inclusion: a case study of pupils with severe learning difficulties in Ireland. European Journal of Special Needs Education 20 (1) 41 - 56
  79. Rose, R, & O’Neill, A. (2009) Classroom support for inclusion in England and Ireland: an evaluation of contrasting models. Research in Comparative and International Education. 4 (3) 250 – 261
  80. Rose, R., Shevlin, M., Winter, E, & O’Raw, P. (2010) Special and inclusive education in the Republic of Ireland: reviewing the literature from 2000 to 2009. European Journal of Special Needs Education 25 (4) 357 – 371
  81. Ryan, I. (2010) The use of structured activities to promote interaction between students with severe and profound learning disabilities and their mainstream peers. Reach, Journal of special needs education in Ireland 23 (2) 116 - 125
  82. Scanlon, G., &McGilloway, S. (2006) Managing children with special needs in the Irish education system: a professional perspective. Reach, journal of special needs education in Ireland 19 (2) 81 - 93
  83. Scott, I. (2009) Developing a whole school approach to including children with autistic spectrum disorders in a mainstream primary school. Reach, journal of special needs education in Ireland. 22 (2) 113 – 121
  84. Sentenac,M., Gavin, A., Arnaud, C., Molcho, M., Godeau, E, &Nic Gabhainn, S. (2011)Victims of Bullying Among Students With a Disability or Chronic Illness and Their Peers: A Cross-National Study Between Ireland and France Journal of Adolescent Health 48, (5) 461-466
  85. Shevlin, M. (2003) Preparing for contact between mainstream pupils and their counterpartys who have severe and multiple learning disabilities. British Journal of Special Education 30 (2) 93 - 99
  86. Shevlin, M., Kenny, &McNeela, E. (2001) Inclusion: fact or fiction. Reach, journal of special needs education in Ireland 15 (1) 54 - 62
  87. Shevlin, M, &O’Moore, A, M. (2000) Creating opportunities for contact between mainstream pupils and their counterparts with learning difficulties. British Journal of Special Education 27 (1) 29 - 34
  88. Shevlin, M, &O’Moore, A, M. (2000) Fostering positive attitudes: reactions of mainstream pupils to contact with their counterparts who have severe/profound intellectual disabilities. European Journal of Special Needs education. 15 (2) 206 - 217
  89. Shevlin, M., Kenny, M, &McNeela, E. (2002) Curriculum access for pupils with disabilities: an Irish experience. Disability and Society. 17 (2) 159 – 169
  90. Shevlin, M. (2002) Special education in Ireland: at the crossroads. Exceptionality Education Canada. 12 (2 & 3) 125 - 136
  91. Shevlin, M., Noonan Walsh, P., Kenny, M., McNeela, E, & Molloy, R. (2003) Experiencing mainstream education: exploring the perspectives of parents and young people who have Down Syndrome. Reach, journal of special needs education in Ireland 17 (1)3 - 11
  92. Shevlin, M., Kenny, M, & Loxley, A. (2008) A time of transition: exploring special educational provision in the Republic of Ireland. Journal of Research in Special Educational Needs. 8 (3) 141 – 152
  93. Shevlin, M, & Rose, R. (2008) Pupils as partners in education decision-making: responding to the legislation in England and Ireland. European Journal of Special Needs Education. 23 (4) 423 – 430
  94. Shevlin, M. (2010) Valuing and learning from young people. In R. Rose (Ed.) Confronting Obstacles to Inclusion: International Responses to Developing Inclusive Education. London: Routledge
  95. Shine, N. (2005) The Role of the Special Needs Assistant in a Sample of Mainstream Post-primary Schools in Dublin Unpublished Med Thesis, University of Dublin, Trinity College
  96. Stevens, P, &O’Moore, M. (2009) Inclusion or Illusion? Educational Provision for Primary School Children with Mild General Learning Disabilities. Dublin: Blackhall
  97. Sweeney, J., (2010),Attitudes of Catholic religious orders towards children and adults with an intellectual disability in postcolonial Ireland, Nursing Inquiry, 17 (2) 95-110
  98. Travers, J. (2010)The impact of the general allocation model policy on learning support for mathematics in Irish primary schools. Oideas 55 8 – 20
  99. Travers, J. (2011) Teachers organisational practices and their perceptions of the benefits of support by withdrawal for mathematics in Irish primary schools. European Journal of Special Needs Education. 26 (4) 461 – 477
  100. Ware, J., Julian, G, and McGee, P. (2005) Education for children with severe and profound general learning disabilities in Ireland: factors influencing teachers’ decisions about teaching these pupils. European Journal of Special Needs Education. 20 (2)179 – 194
  101. Ware, J., Balfe, T., Butler, C., Day, T., Dupont, M., Harten, C., Farrell, A., McDaid, R., O’Riordan, M., Prunty, A, & Travers, J. (2009) Research Report on the Role of Special Schools and Classess in Ireland. Trim: National Council for Special Education. Report No. 4. http://www.ncse.ie/uploads/1/SpecSchlsClasAcc_1.pdf. (Accessed December 19th 2010)
  102. Watson, S.F. (2009) Barriers to inclusive education in Ireland: the case for pupils with a diagnosis of intellectual and/or pervasive developmental disabilities. British Journal of Learning Disabilities 37 (4) 277 - 284
  103. Winter, E, & O’Raw, P. (2010) Literature Review of the Principles and Practices relating to Inclusive Education for Children with Special Educational Needs. Trim: National Council for Special Education www.ncse.ie/uploads/1/Inclusion_22_11_10.pdf (Accessed March 18th 2011)

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