2022

Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and Doyle, Alison (2022) Whose right(s) is it anyway? A review of policy and practice(s) in inclusive education in Ireland. In: Walsh, Brendan, (ed.) Educational Policy in Ireland since 1922 to the Present. Palgrave Macmillan (Springer), London., pp. 305-340. ISBN 978-3-030-91775-3

Connolly, Leanne, Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and Corby, Deirdre (2022) The “What”, “Where” and “Who” of guidance and transition planning for students with intellectual disabilities in Ireland - a literature review. Inclusive Education SIG Newsletter, 1 . pp. 6-9.

2021

Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and Doyle, Alison (2021) Transition stories: voices of school leavers with intellectual disabilities. British Journal Of Learning Disabilities, 49 (4). pp. 456-466. ISSN 1354-4187

2020

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, McEnteggart, Ciara and Barnes-Holmes, Yvonne (2020) Attitudes to pupils with EBD: an implicit approach. Emotional and Behavioural Difficultie, 25 (2). ISSN 1363-2752

2019

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, Flynn, Paula ORCID: 0000-0002-5585-3671, Alison, Doyle ORCID: 0000-0002-2121-0109, Neil, Kenny ORCID: 0000-0002-2340-6586 and Maeve, Dupont (2019) Transition from primary to post primary school in the Dublin 1 area. Project Report. Institute of Education, Dublin City University.

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, Kamp, Annelies and Cochrane, Andy (2019) Transition(s) to work: the experiences of people with disabilities in Ireland. Disability & Society, 35 (10). pp. 1556-1576. ISSN 0968-7599

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, McEnteggart, Ciara and Barnes-Holmes, Yvonne (2019) The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland. Journal of Research in Special Educational Needs, 19 (4). pp. 344-352. ISSN 1471-3802

2018

Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and Doyle, Alison (2018) Progressing accessible supported transitions to employment. Technical Report. Dublin City University.

Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and McKenna, Grainne (2018) Home works: a study on the educational needs of Children experiencing homelessness and living in emergency accommodation. Technical Report. Children’s Rights Alliance..

2017

Doyle, Caoilainn, Lonergan, Aoife, Smeaton, Alan F. ORCID: 0000-0003-1028-8389, Scanlon, Geraldine ORCID: 0000-0003-4331-5582, Brahman, Jessica, Roche, Richard ORCID: 0000-0001-6606-4187 and Boran, Lorraine (2017) Modifying executive function and self-regulatory behaviours in developmental dyslexia: cognitive and neural bases of response inhibition. In: International Conference Cognitive Neuroscience of Executive Functions, 28-30 Sept 2017, Pavia, Italy.

2016

Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and Kamp, Annelies (2016) Transitions from education and training to employment for people with disabilities. Technical Report. Dublin City University.

2015

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, Barnes-Holmes, Yvonne, McEntaggart, Ciara, Desmond, Deirdre and Vahey, Nigel (2015) The experiences of pupils with SEN and their parents at the stage of pre-transition from primary to post-primary school. European Journal of Special Needs Education, 31 (1). pp. 44-58. ISSN 0885-6257

2014

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, McEntaggart, Ciara, Barnes-Holmes, Yvonne and Barnes-Holmes, Dermot (2014) Using the implicit relational assessment procedure (irap) to assess implicit gender bias and self-esteem in typicallydeveloping children and children with adhd and with dyslexia. Behavioral Bulletin, 19 (2). pp. 48-59. ISSN 1942-0722

2013

Barnes-Holmes, Yvonne ORCID: 0000-0002-5618-8984, Scanlon, Geraldine ORCID: 0000-0003-4331-5582, Desmond, Deirdre ORCID: 0000-0002-6746-7006, Shevlin, Michael ORCID: 0000-0002-3129-2806 and Vahey, Nigel ORCID: 0000-0001-9799-3341 (2013) A study of transition from primary to post-primary school for pupils with special educational needs. Technical Report. NCSE.

2012

Rami, Justin ORCID: 0000-0002-2222-9995 and Lorenzi, Francesca ORCID: 0000-0002-1651-1898 (2012) A dialogical approach to developing professional competence in assessment. In: Mulcahy, Carmel, Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and Silvia, Nikloaeva, (eds.) Towards Transformative Education - A multidisciplinary perspective on research and practice in Bulgaria and Ireland. Sofia Univeristy, Sofia, Bulgaria, pp. 113-128. ISBN 978-954-490-343-5

Lorenzi, Francesca ORCID: 0000-0002-1651-1898 and Rami, Justin ORCID: 0000-0002-2222-9995 (2012) A dialogical approach to developing professional competence in assessment. In: Nikolaeva, Silvia, Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and Mulcahy, Carmel, (eds.) Towards Transformative Education .A multidisciplinary perspective on research and practice in Bulgaria and Ireland. Sofia University Press, Sofia. ISBN 9789544903527

Scanlon, Geraldine ORCID: 0000-0003-4331-5582 (2012) Perceptions of support for pupils with special educational needs: Two case studies. REACH Journal of Special Needs Education in Ireland, 26 (1). pp. 56-67.

2007

Scanlon, Geraldine ORCID: 0000-0003-4331-5582 (2007) The Utility of the Implicit Relational Assessment Procedure (IRAP): Measuring self-esteem profiles of children with special educational needs and assessing the attitudes of teachers to children with emotional behavioural difficulties in mainstream education. PhD thesis, Maynooth University.

2005

Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and McGilloway, Sinéad ORCID: 0000-0003-0988-3201 (2005) Managing children with special needs in the irish education system: a professional perspective. REACH Journal of Special Needs Education in Ireland, 19 . pp. 81-93. ISSN 0790-8695