2025

Gormley, Laura ORCID: 0000-0003-2190-479X, Ramey, Devon ORCID: 0000-0002-0381-5403, Grennan, Carrie ORCID: 0009-0004-2940-7215 and Koka, Nathalie (2025) Language Preferences of the Autistic Community and Educators Living in Northern Ireland and the Republic of Ireland. The Irish Journal of Education, 49 .

Morrissey, Barry ORCID: 0000-0003-1362-312X (2025) De-mystifying the 'Cinderella' leadership model: Premia in the practice of curriculum leadership. Educational Management Administration & Leadership . ISSN 1741-1432

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566, Kenny, Neil ORCID: 0000-0002-2340-6586, Carolan, Suzanne and Doyle, Alison (2025) “It’s wishy-washy [...] You are getting this diagnosis because we’ve ruled out everything else.” Developmental language disorder (DLD) diagnosis in the Republic of Ireland: A qualitative exploration of the perspectives of parents and clinicians. PLoS One, 20 (7). 0327373. ISSN 1932-6203

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566, Lehane, Paula ORCID: 0000-0003-0856-3505 and Hannify, Christina (2025) Literacy for equitable interprofessional learning: implementation protocol for an online community of practice for Irish teachers and speech and language therapists. Irish Educational Studies . ISSN 0332-3315

Giltinan, Kate, Kenny, Neil ORCID: 0000-0002-2340-6586 and Goodall, Craig ORCID: 0000-0002-5713-9009 (2025) "Anxiety floods the entire system”: A Qualitative Study Exploring Teacher Perspectives regarding how Anxiety impacts Autistic Pupils with co-occurring Intellectual Disabilities. Journal of Research in Special Educational Needs (JORSEN) . ISSN 1471-3802

Larkin, David (2025) “Terrifying and brilliant...so many different kids, so many different stories”: Post-primary teachers’ perceptions and experiences relating to the inclusion of learners for whom English is not their first language in a DEIS and in a non-DEIS school: A dual case study. Doctor of Education thesis, Dublin City University.

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566, Lehane, Paula ORCID: 0000-0003-0856-3505 and Hannify, Christina (2025) Can Structured Literacy Be a New Dimension for Interprofessional Practice Between Teachers and SLTs? Perceptions of Irish SLTs on Their Capacity and Practices in Supporting Children With Literacy Difficulties. International Journal of Language and Communication Disorders, 60 (6). ISSN 1460-6984

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566 (2025) Implementation of Evidence-Based Programmes and Practices (EBPs) in School Completion Programme. Policy Report. Tusla Education Support Service.

2024

Kennedy Gardiner, Carol (2024) Ignored, Marginalised, and Often Traumatised: Using the experiences of learners deemed to have developmental coordination disorder (DCD) to chart a course towards more inclusive educational provision in Irish post-primary schools. Doctor of Education thesis, Dublin City University.

Love, Máire (2024) Exploring key educational stakeholders experiences of school-to-school collaboration within a professional learning community (PLC) for developing inclusive education. Doctor of Education thesis, Dublin City University.

Kiely, Joan, Haals Brosnan, Maja, Colum, Miriam ORCID: 0000-0001-6605-9732, Uí Chianáin, Andrea and Dunne, Claire (2024) Child’s Voice: Consulting with children as part of the redevelopment of the Primary School Curriculum. Project Report. Marino Institute of Education.

Raftery, Aidan (2024) Investigating the Role of a Community of Practice in Supporting Primary School Principals to Enact Inclusive School Leadership. Doctor of Education thesis, Dublin City University.

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566, Lehane, Paula ORCID: 0000-0003-0856-3505 and Hannify, Christina (2024) Can Structured Literacy Be a New Dimension for Interprofessional Practice Between Teachers and SLTs? Perceptions of Irish SLTs on Their Capacity and Practices in Supporting Children With Literacy Difficulties. International Journal of Language and Communication Disorders, 60 (6). p. 70135. ISSN 1460-6984

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566, Lehane, Paula ORCID: 0000-0003-0856-3505 and Hannify, Christina (2024) Can Structured Literacy Be a New Dimension for Interprofessional Practice Between Teachers and SLTs? Perceptions of Irish SLTs on Their Capacity and Practices in Supporting Children With Literacy Difficulties. International Journal of Language and Communication Disorders, 60 (6). p. 70135. ISSN 1460-6984

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566, O'Mahony, Kathryn ORCID: 0009-0004-6158-1088 and Carey, Alexis ORCID: 0000-0002-6663-567X (2024) Scoping Document on the Inclusion of Disabled Children and Young People in Participation in Decision-Making. Policy Report. Department of Children, Equality, Disability, Integration and Youth.

Kenny, Neil ORCID: 0000-0002-2340-6586 and Doyle, Alison (2024) A phenomenological exploration of the lived experience of adults experiencing pathological demand avoidance. Neurodiversity, 2 . pp. 1-13. ISSN 2754-6330

Kenny, Neil ORCID: 0000-0002-2340-6586, Neilson, Stuart, O'Kelly, Jane, Doyle, Jessica, K, McDonald, Joan and Earley, Fiona (2024) Exploring the paradigm of co-produced research within the context of the COVID pandemic. In: Including Voices (International Perspectives on Inclusive Education). Emerald Publishing Limited, Leeds, UK, pp. 149-161. ISBN 978-1-83797-720-8

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566, O'Mahony, Kathryn ORCID: 0009-0004-6158-1088 and Carey, Alexis ORCID: 0000-0002-6663-567X (2024) A Literature Review on the Inclusion of Disabled Children and Young People in Participation in Decision-Making. Policy Report. Department of Children, Equality, Disability, Integration and Youth.

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566 (2024) Implementation of Evidence-Based Programmes and Practices (EBPs) in School Completion Programme. Policy Report. Tusla Education Support Service.

Collins, Annmarie and Colum, Miriam ORCID: 0000-0001-6605-9732 (2024) The Role Of The Occupational Therapist For Primary School Children: Consideration Of Collaborative Practices With Primary School Teachers. Reach: journal of special needs education in Ireland, 37 (1). ISSN 0790-8695

2022

Morrissey, Barry ORCID: 0000-0003-1362-312X (2022) Distract, Manage, Encourage, Reward: A Behavioural Intervention for a Primary School Pupil. Reach: journal of special needs education in Ireland, 32 (2). pp. 84-100. ISSN 0790-8695

McCann, Deirdre and Colum, Miriam ORCID: 0000-0001-6605-9732 (2022) Listen to Me: Hearing Children’s Perceptions and Attitudes towards Irish Sign Language. Learn. The Journal of the Irish Learning Support Association, 43 . pp. 92-110.

Burns, Gareth, Colum, Miriam ORCID: 0000-0001-6605-9732 and O'Neill, Jerry (2022) ‘No One Sees a Traveller at the Top of the Class’: Experiences of Irish Travellers on Programmes Supporting Teacher Diversity. In: Keane, Elaine, Heinz, Manuela and McDaid, Rory, (eds.) Diversifying the Teaching Profession Dimensions, Dilemmas and Directions for the Future. Routledge, London, pp. 155-165. ISBN 9781003188735

2021

Morrissey, Barry ORCID: 0000-0003-1362-312X (2021) A Critical Policy Analysis of Ireland’s Child Protection Procedures for Schools: Emerging Policy Considerations for Schools: Emerging Policy Considerations. Irish Journal of Applied Social Studies, 21 (1). pp. 3-17. ISSN 1393-7022

2019

Merrins-Gallagher, Aoife, Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566 and Perkins, Rachel (2019) Using Collaborative Teaching and Storybooks in Linguistically Diverse Junior Infant Classrooms to Increase Pupils' Contributions to Story-Time Discussions. Irish Teachers' Journal, 7 (1). pp. 91-112. ISSN 2009-6860

Colum, Miriam ORCID: 0000-0001-6605-9732 and McIntyre, Karen (2019) Exploring Social Inclusion as a Factor for the Academic Achievement of Students Presenting with Special Educational Needs (SEN) in Schools: A Literature Review. Reach: journal of special needs education in Ireland, 32 (1). pp. 21-32. ISSN 0790-8695

2018

Hearne, Lucy, King, Paul, Geary, Tom and Kenny, Neil ORCID: 0000-0002-2340-6586 (2018) ‘Science of the singular’; An explanatory single case study of whole school guidance counselling in Ireland. International Journal for Educational and Vocational Guidance, 18 . pp. 315-335. ISSN 1873-0388

2017

O’Flaherty, Joanne, McCormack, O., Gleeson, J., O'Reilly, Brian, O'Grady, E. and Kenny, Neil ORCID: 0000-0002-2340-6586 (2017) Developing the characteristic spirit of publicly managed schools in a more secular and pluralist Ireland. Cambridge Journal of Education, 48 (3). pp. 317-333. ISSN 0305-764X

2016

Kenny, Neil ORCID: 0000-0002-2340-6586, Young, Keith and Guilfoyle, Liam (2016) An Investigation of unaccredited CPD training for Teaching and Learning Professionals across a sample of higher education institutions in Ireland. Policy Report. National Forum for the Enhancement of Teaching and Learning in Higher Education.

2015

Kazmierczak-Murray, Sylwia ORCID: 0000-0002-1629-5566 and Downes, Paul (2015) Classroom Sound Field Amplification Systems for Language Development During Early School Years. In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions. International Journal of Early Childhood Special Education, 7 (1). pp. 24-50. ISSN 1308-5581

2010

Mathews, Elizabeth S. ORCID: 0000-0001-7588-3256 (2010) De/Re-institutionalising deafness through the mainstreaming of deaf education in the Republic of Ireland. In: Holt, Louise, (ed.) Geographies of Children, Youth and Families. Routledge, London. ISBN 9780203863305