Welcome to the Twenty Sixth Annual International Conference of the Irish Association of Teachers in Special
Education – “Relationships- Learning Together”.
Schools are by their very nature, places of social interaction. The benefits and challenges of relationships are
explored throughout our conference this year. There is something for everyone- for those working in mainstream
settings, at both primary and post-primary level and for those working in special schools. We have endeavoured to
include presentations of interest to teachers working across age groups, from early intervention to transition to
third level. Similarly, the conference aims to be of interest to those working with students with low incidence
disabilities and higher incidence disabilities. The common thread running through the conference is relating and
relationships- relationships between the adults involved in the student’s education and also with the students
themselves. We hope you will enjoy the conference and that you will take time to do some relating of your ownIATSE understand the benefits for teachers of connecting with colleagues professionally and socially.
Conference Notes
Badges should be worn at all times, both as a courtesy to other delegates and to indicate that you have registered.
IATSE Committee members wearing purple flashing on their badges will be happy to assist you.
From time to time, due to unforeseen circumstances, changes have to be made, please check the notice board near
the Registration Desk in case of any programme changes or new information. Messages for other delegates may
also be left on this board. Please take note of any announcements made by chairpersons at the end of each session.
Delegates are requested to complete a Conference Evaluation Form before they leave conference. These are
required as part of our funding criteria and your feedback is also useful as the organising committee are always
keen to hear new ideas about how we can improve conference. For Irish delegates, the Department of Education &
Skills Register will be available at the registration area at the main entrance and teachers on leave from school are
required to sign this.
Throughout the conference there will be a Publishers’ Books and Materials Exhibition in Room B103, behind
the college reception.
Presenters and delegates should note that no photocopying facilities are provided by IATSE during the
conference. Presenters should provide their own handouts and may make arrangements to email handouts,
powerpoint presentation notes and other material to delegates, if applicable. All presenters are requested to
provide a synopsis of their presentation and those provided to us will be available on the IATSE website
immediately after conference.
Papers presented at conference may be submitted for publication in the forthcoming issues of REACH journal.
Members will receive the journal, twice yearly, as part of their subscription. Separate subscriptions may be taken
out at the REACH stand. Delegates are requested to adhere to the usual conference etiquette- mobile phones
should be powered off, delegates should proceed promptly to presentations and should endeavour to stay for the
duration of the session so as to avoid disruption.
Social Diary
On Friday evening, at the end of day 1, there will be a reception in the dining hall and everyone is invited to attend.
We will be joined by the wonderful choir ‘Cascade’, who bring a superbly entertaining dimension to the event.
Refreshments and canapés will be served- a pleasant end to a summer’s day!
On behalf of the CEC of the IATSE, we hope that you enjoy the conference and leave feeling re-energised,
affirmed and a little bit wiser!
Rosemary Fahey & Lisa White
Conference Directors
26th Annual International Conference of the Irish Association of Teachers in Special Education
Friday 13th June 2014- At a Glance!
9.15
10.15- 10.45am
Room
Woodlock Hall
10.45-11.45am
Information is Critical:
“I’m Not Asking for
the Moon“ The
Experiences of Parents
of Pupils with SEN
Moving from Primary
to Post Primary School
12.00-1.00pm
Opening- Keynote Dress: Flo Longhorn (Woodlock Hall)
Tea/Coffee
2
3
4
5
Inclusion of Pupils
with ASD Within
Mainstream Primary
Schools: Policy and
Practice
Instructional
Leadership
& Team Teaching,
Building Professional
Relationships
Identifying Potentially
Dangerous Eating
Patterns in Students
with Intellectual
Disability
Moving OnSupporting Students
with SEN in their
Transition to Third
Level
1.00-2.00pm
2.00 -3.00pm
3.15-4.15pm
4.20pm
Learners, Teachers &
Assistants: Positive
Relationships for
Key Relationships
Within Education:
Experiences of
Blind/Vision Impaired
Students
Working Together to
Support Teachers &
Students Encountering
Challenging Behaviour
in Schools
Drama-in-Education
for Enhancing SelfEsteem, SelfConcept & Social
Skills in Learners
with SEN
Early Number
Concepts: Key
Vocabulary &
Supporting Strategies
The Effect of
Relationship Factors
on the Goal
Orientations of Irish
Teachers
Learning Together
Through Co-Teaching
Working Together to
Provide “Good Day”
Physical Education
Experiences for
Children with SEN in
Mainstream Irish
Primary Schools
Teaching and Learning
Dyslexia the JourneyRecognizing the
Signposts
6
Strengthening Early
Relationships Enables
School Readiness
Lunch
Graphic Organisers Enhancing Classroom
Learning
Group Work for
Students with Autism
or a Moderate Learning
Disability – Bringing the
Curriculum to Life
Approach to
Delivering the New
Junior Cycle to
Students with
General Learning
Disabilities
Rationale for the
Inclusion of
Relationships
and Sexuality Education
for Intermediaries &
Parents of Children &
Young People with
Intellectual Disabilities
Not Waving But
Drowning – Popular
Culture, Masculinity
&
Status Anxiety
Among
Vulnerable Youth
Relationships in
Successful Teaching &
Learning: An
Exploration of
Attitudes in
Contemporary Practice
– “That’s Not My
Role”!
“Change Your World
by Changing Your
Words”: A MultiVoice Perspective on
Communication &
Collaboration When
Including Students
with ADHD
Reception- Please Join us for Refreshments & the Wonderful ‘Cascade’ Choir!
26th Annual International Conference of the Irish Association of Teachers in Special
Education
Saturday 14th June 2014- At a Glance!
Room
9.15-10.15am
Woodlock Hall
2
Practical Approaches
to RSE in the
Classroom
10.15-10.45am
3
4
5
6
Supporting Students
with Autistic
Spectrum Disorders
(ASDs) in Transition
from Primary to PostPrimary School
Executive Functioning-
Positive Behavioural
Supports in the
United States:
Meeting the Needs of
Individuals with
Challenging Behaviour
Outreach –
Developing
Partnerships Between
Special and
Mainstream Schools
Promoting Healthy
Relationships in
Stressful
Environments
Positive and
Effective
Partnerships Between
Parents and Schools
for Children with
Autism
Challenging Behaviour
& Facilitating Positive
Relationships
Tales of Hidden
Lives. Using Student
Voice to Explore
Contested Value
Systems in Schools
The Influence of the
School in the
Development of SelfEsteem in Adolescents
with SEN
Using A Child’s Mode
of Communication to
Enhance the
Teacher/Family
Relationship
S.O.S! Creating
Realistic Relationships
Between Theory &
Actual Practice in the
Very Special
Learners’ Classroom
12.00 -1.00pm
The Experiences of
Inclusion for Students
with Autistic Spectrum
Disorders (ASD) in
Mainstream Primary
Schools- A Case Study
The Evolving Role of
the Special
Education Teacher in
Post-Primary
Schools: From
Champion to
Consultant
Supporting Students
Facilitating Inclusive
Education &
Supporting the
Transition Agenda
(FIESTA)Professional
Collaboration
with Autism Through
Transitions
4.20pm
and Learning
Tea/Coffee
10.45-11.45am
1.05-2.05pm
Its Importance for
Successful Teaching
An Ethnographical
Account of the
Inclusion Experiences
of Students with
Special Educational
Needs in a
Mainstream Post
Primary School
An Examination of the
Potential for Ready,
Set, Go-Maths to
Enable Children with
Special Educational
Needs Develop
Number Sense in a
Co-Taught Junior
Infant Classroom
Developing Meaningful
Peer Relationships for
Students with
Attention Deficit
Hyperactivity
Disorder Using a
Process Drama
Approach
One Special School’s
Journey to a Healthy
Lunch
End of Conference- Slán Abhaile
CONFERENCE PROGRAMME
FRIDAY 13th JUNE 2014
8.30-9.15am
REGISTRATION at Woodlock Hall, All Hallows
9.15am
Official Opening of Conference in Woodlock Hall:


Welcome by Isobel Ryan, President, IATSE
Formal Opening Address & Keynote Presentation by Flo Longhorn
- Principal Consultant in Multisensory & Special Education
‘Wow! Taste! Kerpow! Tinkle! Gazooks! Scratch! Rattle! Glow! Smell! Jump!
Relating Myself to the Sensory World and the Human Beings that Surround Me’
Flo will take you into a very special world of relationships that are extraordinary and unique. She will first take you
on an unusual journey revealing how we all use our senses in order to learn. She will then bring very special learners
to her presentation. These remarkable individuals all learn on the simplest sensory levels and need the closest of
human interactions in order to progress. The amazing relationships between families, educators and learners will be
explored.
N.B. All presentations have been confirmed at time of going to press. Please consult notice board at reception
desk for possible cancellations due to unforeseen circumstances. Delegates are asked to attend sessions on time,
both as a courtesy to presenters and other delegates and to avoid your chosen session being full. Health and
Safety regulations limiting numbers in rooms will apply. Please do not leave half way through sessions as it is very
disruptive for presenters and other delegates. Mobile phones must be turned off during all presentations.
10.15am-10.45am
10.45-11.45am
Coffee
CONCURRENT SESSIONS (A)
For further information on presentations see Abstracts section of the programme.
R1 (Woodlock Hall)
Information is Critical: “I’m Not Asking for the Moon “
The Experiences of Parents of Pupils with Special Educational Needs Moving from Primary to Post
Primary School
Dr. Geraldine Scanlon, Lecturer in Psychology, School of Education at Dublin City University
Chair: Ann Marie Farrell
R2
The Inclusion of Pupils with ASD Within Mainstream Primary Schools: Policy and Practice
Dr Michele Dunleavy, Special Needs Advisor, Special Education Support Service
Chair: Colin McElroy
R3
Instructional Leadership and Team Teaching, Building Professional Relationships
Carmel Kelly, Principal, Listowel Community College, PhD Student, Mary Immaculate College of Education
Chair: Mary Carrig
R4
Learners, Teachers and Assistants: Positive Relationships for Teaching and Learning
Dr Anna Logan, Lecturer, Special Education Department, St. Patrick’s College, Drumcondra
Chair: Denis McCarthy
R5
Strengthening Early Relationships Enables School Readiness
Eithne Murray
Chair: Bernie Smyth
R6
Key Relationships Within Education: Experiences of Blind/Vision Impaired Students
Dr Patricia McCarthy, School of Education, Trinity College Dublin
Chair: Michael O’Keeffe
12.00-1.00pm
R2
CONCURRENT SESSIONS (B)
Identifying Potentially Dangerous Eating Patterns in Students with Intellectual Disability
Joanna Gill, Senior Speech and Language Therapist, Scoil Triest, Cork
Chair: Isobel Ryan
R3
Moving On- Supporting Students with Special Educational Needs in their Transition to Third Level
Suzanne McCarthy, Educational Psychologist, National Learning Network Assessment Service, Blanchardstown
Chair: Rosemary Fahey
R4
Dyslexia the Journey- Recognizing the Signposts
Rita Treacy, Consulting Speech & Language Therapist, WordsWorth Learning Ltd, Dublin
Chair: Paul O’Mahony
R5
Working Together to Support Teachers and Students Encountering Challenging Behaviour in Schools
Camilla Marks & Catherine Roberts, Advisors, Special Education Support Service (SESS)
Chair: Aidín Ní Mhaonaigh
R6
Drama-in-Education for Enhancing Self-Esteem, Self-Concept and Social Skills in Learners with
Special Educational Needs
Susan Kennedy-Killian & Dr Carmel O’Sullivan, School of Education, Trinity College Dublin
Chair: Carol-Ann Ó Síoráin
1.00-2.00pm
Lunch
2.00 -3.00pm
CONCURRENT SESSIONS (C)
R1- Woodlock Hall
Graphic Organisers - Enhancing Classroom Learning
Trevor O’Brien, Lecturer in Special Education, Mary Immaculate College
Chair: Thérèse Day
R2
Group Work for Students with Autism or a Moderate Learning Disability – Bringing the Curriculum to
Life
Siobhan Butler, MEd, St. Joseph's Special School, Galway
Chair: Anita Prunty
R3
An Approach to Delivering the New Junior Cycle to Students with General Learning Disabilities
Don Golden, Class Teacher, Scoil Bernadette Special School, Cope Foundation, Cork
Chair: Jerry Pierce
R4
Relationships in Successful Teaching and Learning: An Exploration of Attitudes in Contemporary
Practice – “That’s Not My Role”!
Aoife Prendergast, Lecturer, Humanities Department, Institute of Technology, Blanchardstown
Chair: Pat O’Keefe
R5
Early Number Concepts: Key Vocabulary and Supporting Strategies
Dr Ann Marie Casserly & Dr Bairbre Tiernan, Lecturers, Centre for SEN, Inclusion and Diversity, St. Angela’s College,
Sligo & Dr Pamela Moffett, Senior Lecturer, Stranmillis University College, Belfast
Chair: Bernie Smyth
R6
The Effect of Relationship Factors on the Goal Orientations of Irish Teachers
Bríd Kennedy, Reg Psychol PSI at IWOC, SEN Co-ordinator &Teacher
Chair: Paul O’Mahony
3.15-4.15pm
R2
CONCURRENT SESSIONS (D)
Rationale for the Inclusion of Relationships and Sexuality Education for Intermediaries and Parents of
Children and Young People with Intellectual Disabilities (ID)
Anita G. Butt, Training Co-ordinator, Irish Family Planning Association & Helen Crowley RUA Co-ordinator, Callan
Institute, St John of God Services
Chair: Ann Jackson
R3
Not Waving But Drowning – Popular Culture, Masculinity and Status Anxiety Among Vulnerable Youth
Dr. Michael Flanagan, St Nicholas Montessori College, Dúnlaoghaire
Chair: Colin McElroy
R4
“Change Your World by Changing Your Words”: A Multi-Voice Perspective on Communication and
Collaboration When Including Students with ADHD
Kate Carr-Fanning, Psychologist & PhD Candidate & Dr Conor McGuckin, Co-ordinator of the Professional Masters
Programme in Educational Guidance and Counselling, School of Education, Trinity College Dublin
Chair: Lisa White
R5
Learning Together Through Co-Teaching
Dr Pauline Kerins & Dr Bairbre Tiernan, Lecturers, Centre for SEN, Inclusion & Diversity, St. Angela’s College, Sligo
Chair: Muriel Weekes
R6
Working Together to Provide “Good Day” Physical Education Experiences for Children with SEN in
Mainstream Irish Primary Schools
Susan Marron, Dr Frances Murphy, Lecturers in Physical Education in the Education Department & Dr Michael
O’Keeffe, Lecturer In Special Education, St. Patrick’s College, Drumcondra
Chair: Denis McCarthy
Reception
All Welcome-we would like to invite delegates to attend for some light refreshments in the Dining Hall. This
is a lovely opportunity to network with colleagues or reconnect with old friends!
SATURDAY 14TH JUNE
9.15-10.15am
R2
CONCURRENT SESSIONS (E)
Practical Approaches to RSE in the Classroom
Anita G. Butt, Training Co-ordinator, Irish Family Planning Association & Helen Crowley RUA Co-ordinator, Callan
Institute, St John of God Services
Chair: Rosemary Fahey
R3
Supporting Students with Autistic Spectrum Disorders (ASDs) in Transition from Primary to PostPrimary School
Ailbhe O’Halloran, Evelyn Deacy & Fiona Jennings , Centre for SEN, Inclusion and Diversity, St. Angela’s College, Sligo
Chair: Colin McElroy
R4
Executive Functioning-Its Importance for Successful Teaching and Learning
Tomás Mac An Bhreithiún, Researcher, UCD
Chair: Paddy McAlinney
R5
Positive Behavioural Supports in the United States: Meeting the Needs of Individuals with Challenging
Behaviour
Mack D. Burke, PhD & Shanna Hagan-Burke, PhD, Department of Educational Psychology, Special Education Program,
Texas A&M University
Chair: Denis McCarthy
R6
Outreach – Developing Partnerships Between Special and Mainstream Schools
Catherine Merrigan, Class Teacher, Marino School, Bray, Co. Wicklow & PhD in Education Candidate, University College
Dublin
Chair: Barbara O’Neill
10.15-10.45am
10.45-11.45am
R2
Tea/ Coffee
CONCURRENT SESSIONS (F)
S.O.S! Creating Realistic Relationships Between Theory and Actual Practice in the Very Special
Learners’ Classroom
Flo Longhorn, Principal Consultant in Multisensory & Special Education
Chair: Lisa White
R3
An Ethnographical Account of the Inclusion Experiences of Students with Special Educational Needs in
a Mainstream Post Primary School
Elaine Banville, School of Health & Performance & Dr Sarah Meegan & Dr Geraldine Scanlon, School of Education,
DCU, Dublin
Chair: Ann Jackson
R4
An Examination of the Potential for Ready, Set, Go-Maths to Enable Children with Special Educational
Needs Develop Number Sense in a Co-Taught Junior Infant Classroom
Orla McKiernan (MSEN), Resource Teacher, Dublin, (currently on secondment to PDST)
Chair: Barbara O’Neill
R5
Promoting Healthy Relationships in Stressful Environments
Kay Murphy, Educator, Facilitator & Mindfulness Practitioner
Chair: Bernie Smyth
R6
Positive and Effective Partnerships Between Parents and Schools for Children with Autism
Claire Smyton, Specialist Teacher for Autism & Suzanne McCanney- Learning Support Manager, Middletown Centre
for Autism
Chair: Carol-Ann Ó Síoráin
12.00-1.00pm
R2
CONCURRENT SESSIONS (G)
The Experiences of Inclusion for Students with Autistic Spectrum Disorders (ASD) in Mainstream Primary
Schools- A Case Study
Colin McElroy, PhD Student, Trinity College, Dublin
Chair: Isobel Ryan
R3
The Evolving Role of the Special Education Teacher in Post-Primary Schools: From Champion to
Consultant
Johanna Fitzgerald, Lecturer in Special Education, Mary Immaculate College, Limerick
Chair: Áine O’Neill
R4
Developing Meaningful Peer Relationships for Students with Attention Deficit Hyperactivity Disorder
Using a Process Drama Approach
Elaine Clotworthy MEd, School of Education, Trinity College Dublin & Resource Teacher, St Matthew’s NS & Dr Carmel
O’Sullivan, School of Education, Trinity College Dublin
Chair: Aidín Ní Mhaonaigh
R5
Challenging Behaviour and Facilitating Positive Relationships
Sinéad Egan, Educational Psychologist & Lorraine O’Brien, Educational Psychologist & Primary School Teacher
Chair: Muriel Weekes
R6
Tales of Hidden Lives. Using Student Voice to Explore Contested Value Systems in Schools
Gerard Heery, Teacher, St. Brigid’ s School, Mullingar
Chair: Paul O’Mahony
1.05-2.05pm
R2
CONCURRENT SESSIONS (H)
Supporting Students with Autism Through Transitions
Frances O’Neill Autism Trainer/Advisor, Middletown Centre for Autism
Chair: Carol-Ann Ó’Síoráin
R3
Facilitating Inclusive Education and Supporting the Transition Agenda (FIESTA)- Professional
Collaboration
Terry Datson, Director of Services Cork & Kerry & Kate Kearney, FIESTA coordinator, Enable Ireland Disability
Services Ltd
Chair: Rosemary Fahey
R4
One Special School’s Journey to a Healthy Lunch
Joanna Gill, Senior Speech and Language Therapist, Scoil Triest, Cork
Chair: Isobel Ryan
R5
The Influence of the School in the Development of Self-Esteem in Adolescents with Special
Educational Needs
Kathryn Fitzgerald MEd, SEN Co-ordinator, St Aloysius’ College, Co Cork, SESS Associate
Chair: Pat O’Keefe
R6
Using A Child’s Mode of Communication to Enhance the Teacher/Family Relationship
Deirdre Leech, MEd, Deafblind Consultant, Anne Sullivan Centre, Dublin
Chair: Elaine Hall
ABSTRACTS/ SUMMARIES OF PRESENTATIONS
Information is Critical: “I’m Not Asking for the Moon“ The Experiences of Parents of Pupils with Special
Educational Needs Moving from Primary to Post Primary School
Dr. Geraldine Scanlon
Both literature and policy contexts highlight the centrality of the home environment and the parental role in
transition for pupils with special educational needs (SEN) moving from primary to post primary school. The current
paper will present findings from a large scale cross sectional study which investigated the experiences of parents
(n= 31) pre and post transition of children with SEN. The findings highlighted the importance of establishing
collaborative relationships for both pupils and parents and are seen as critical for the establishment of a seamless
transition which lead to strong benefits for parent’s pupils and schools. The implications of these findings will be
discussed within the context of policy formation for transition programmes for educational professionals.
The Inclusion of Pupils with ASD within Mainstream Primary Schools: Policy and Practice
Dr Michele Dunleavy
This presentation looks at the relationships within mainstream primary schools and how these impact on the
inclusion of pupils with ASD. It examines the provision of continuous professional development (CPD) using internal
expertise and engagement of teachers in CPD, using outside agencies. How this impacts on teachers’ confidence to
incorporate ASD strategies into their existing pedagogical repertoire to enable the inclusion of pupils with ASD
within the mainstream class will also be explored. How the school community collaborates to ensure a collective
responsibility for the inclusion process to develop a child-centered education for pupils with ASD will also be
considered.
Instructional Leadership and Team Teaching, Building Professional Relationships
Carmel Kelly
Building professional relationships is the path we chose here at Listowel Community College, to support teachers
professional development, to ensure enhanced learning outcomes for students. Having completed in services on
Instructional Leadership we decided a whole school approach in the areas of Literacy and Numeracy would best
serve the needs of our teachers and students. The English and Maths Departments were consulted. We now have
team teaching in all Maths and English classes from first year to leaving certificate.
A recent quotation from DES reported,
“The range and breath of educational initiatives that have been undertaken in the school is comprehensive and
facilitates improved learner outcomes and enhanced teachers’ practice and students’ learning experiences “.
Learners, Teachers and Assistants: Positive Relationships for Teaching and Learning
Dr Anna Logan
Drawing on national and international research, including a multicase study of a small purposive sample of SNAs in
mainstream primary schools, this presentation considers the complexities of the relationships between special
needs assistants, the pupils they support and the teachers with whom they work and the impact this may have on
teaching and learning. Particular emphasis will be placed on data relating to the experience and views of the
pupil/student, the role of teachers in facilitating positive relationships and strategies to support classroom
relationships which enhance inclusive teaching and learning.
Strengthening Early Relationships Enables School Readiness
Eithne Murray
We all know children in school who suffer from deficits in attention, impulse control and social and emotional
competence. The earlier the intervention the easier it is to reverse. The Irish home-school liaison system is
visionary in outlook and approach. Yet disadvantage exists everywhere. A pre-school home visiting teacher system,
based on the Scottish model, accessible to all who experience inequality, could empower parents to help their
children to play, learn and love. Pre-school home visiting teachers, modelling warm and accepting relationships, are a
key part of early intervention and enable the development of future learners.
Key Relationships within Education: Experiences of Blind/Vision Impaired Students
Dr Patricia McCarthy
Until relatively recently in Ireland the educational provision for blind/vision impaired children occurred primarily
within the special education system. Changes in policy, practice and provision means that increasingly, blind/vision
impaired children have the opportunity to be educated within mainstream settings. This paper explores the various
relationships that blind/vision impaired students are required to develop when accessing the curriculum and,
the challenges experienced. It draws from research carried out using a life history approach which views the
individual participant within the context of their lives and gives voice to those previously unheard within the
research arena.
Identifying Potentially Dangerous Eating Patterns in Students with Intellectual Disability
Joanna Gill
Dysphagia or difficulty with swallowing is a major contributor to the early death of many adults with intellectual
disabilities. Often this impaired swallow is not detected in childhood, when it is more manageable. This
presentation, based on a case history, aims to help teachers identify students at risk of eating and swallowing
difficulties, and to give them some strategies to minimise this. It focuses on the relationships between teacher,
class room staff and parents with the speech and language therapist in the identification and management of
dysphagia.
Moving On- Supporting Students with Special Educational Needs in their Transition to Third Level
Suzanne McCarthy
The National Learning Network (NLN) Service on the campus of the Institute of Technology Blanchardstown (ITB)
provides an innovative support service to students with special educational needs. This service aims to provide
students with academic, well-being, social, and organizational supports in order to enable them to successfully
negotiate the transition from second level to third level. In the past 4 years, 403 students have availed of the
service. Diagnosed students presented with Dyslexia (73.4%), ADHD (4.7%), Dyspraxia (3.1%) and ASDs (3.1%)
with smaller numbers presenting with other diagnostic labels. The service involves inter-departmental work
between the NLN and administrative and academic staff in ITB, in order to support the student in multiple
contexts.
Dyslexia the Journey- Recognizing the Signposts
Rita Treacy
After interviewing many hundreds of parents whose children presented with either a reading & spelling disorder or
dyslexia, an analysis revealed a surprising commonality concerning the personal journeys experienced by the
parents and their children. This presentation will cover factors such as case history observations and alerters that
identify the need for further investigation. It will explore some of the dead ends, missed turns and diversions
experienced en-route to finding a multi-disciplinary solution to resolve a very common problem. In conclusion it will
recommend a collaborative path for intervention that includes initial language and literacy assessments, diagnosis
and recommended treatment plans.
Working Together to Support Teachers and Students Encountering Challenging Behaviour in Schools
Camilla Marks & Catherine Roberts
Challenging Behaviour presents a diverse range of problems that impacts teaching and learning within school
communities. This paper will identify the steps of how to conduct functional behaviour assessments in schools, with
a focus on teaching appropriate alternative behaviours that will support the development of optimal learning
environments for students presenting with challenging behaviour. It will offer a framework for teachers to work in
teams when developing strategies and interventions for students presenting with challenging behaviour. Teachers
will be made aware of how to match interventions to behavioural functions and how to begin teaching appropriate
alternative behaviours. Strategies presented are grounded within the requirements set forth in School Support
Plus level (NEPS Continuum of Support).
Drama-in-Education for Enhancing Self-Esteem, Self-Concept and Social Skills in Learners with Special
Educational Needs
Susan Kennedy-Killian & Dr Carmel O’Sullivan
Learners with special educational needs (SEN) can be susceptible to developing low self-esteem, which impacts on
quality of school life and educational attainment (Lawrence, 2006). Social skills are often poorly developed in these
learners, affecting their ability to make friends, which further impacts on their self-esteem and self-concept
(Hipsky, S. 2007), (Frostad, P. & Pijl, S.J. 2007). This paper presents how Drama-in-Education can provide
engaging, stimulating, yet safe contexts for learners to develop and practise social skills, whilst creating situations
to enhance learners’ self-esteem and self-concept. Drama-in-Education, known sometimes as Process Drama, is a
non-performance based, experiential form of drama, involving participants exploring different worlds, meeting
imaginary characters and problem-solving through fictional roles and events. This paper focuses on tailoring the
presentation and delivery of drama sessions to the needs of learners with SEN and tailoring the content of the
sessions to developing their self-esteem, self-concept and social skills. The presentation will include a practical
demonstration, sample lessons and resources for use in the classroom.
Graphic Organisers - Enhancing Classroom Learning
Trevor O’Brien
This session will consider the value of using graphic organisers to support students’ learning. The presenter will
focus particularly on how, when utilised effectively, they can enable the child to organise and plan ideas and
identify the relationship between those ideas. Following a brief examination of current research, there will be an
emphasis on introducing, applying and adapting various types of organisers to help students to access and benefit
from the curriculum. In doing so, positive peer relationships may also be developed.
Group Work for Students with Autism or a Moderate Learning Disability – Bringing the Curriculum to Life.
Siobhan Butler
The focus on individualised programmes for students with autism, or with a moderate learning disability, can leave
teachers struggling with the dilemma of how to meet the individual needs of their students, yet still teach the full
primary school curriculum. This presentation will give teachers practical examples of how to structure group
lessons to attract the attention of these students. There will be a particular emphasis on clear structure and the
inclusion of strong visual, auditory and sensorial aspects to group work when delivering lessons in mathematics and
SESE, from junior infants to third class. The presentation will also illustrate how some of the approaches used in
special schools/classes can be adapted for mainstream classes.
An Approach to Delivering the New Junior Cycle to Students with General Learning Disabilities
Don Golden
This presentation relates to the experience of teaching students with MGLD in a special school and preparing the
students for Junior Certificate foundation exams. The presenter will discuss the roll out of the new Level 2
qualification at Junior Certificate level for students with special educational needs at classroom level in
mainstream and in special schools, primarily focusing on English, which is the first subject to be rolled out in
September 2014 for incoming first year students. It aims to show how collaboration between all stakeholders can
work to improve the delivery of this new programme.
Relationships in Successful Teaching and Learning: An Exploration of Attitudes in Contemporary Practice –
“That’s Not My Role”!
Aoife Prendergast
A wide range of relationships are integral to education for students with special educational needs. There is an
extensive body of literature on traditional attitudes and perceptions to special education needs. However, to date,
there has been limited research on alternative educational methodologies such as inter-professional learning and
supervision.
This presentation will contribute to the discourse in the examination of inter-professional learning and identity of
relationships that exist in contemporary special needs educational practices. This presentation will incorporate
evidence-based teaching strategies for inclusive education of children with special needs in teacher education
programmes.
Successful education outcomes for children with disabilities and special educational needs depend on individual,
school, environmental, external relationships and teacher-related factors. It is crucial that a commitment to
effective and relevant methodologies is constantly adapted to realise the evolving and diverse collaborative work
practices in special education. The development and constant maintenance of successful relationships is an
essential component in achieving positive outcomes for children with special educational needs in Ireland.
Early Number Concepts: Key Vocabulary and Supporting Strategies
Dr Ann Marie Casserly & Dr Bairbre Tiernan & Dr Pamela Moffett
Language is at the centre of relationships and enables children to learn together. Although young children may have
a beginning understanding of early number concepts, they often lack the language to communicate their ideas.
Teacher fostering of mathematical language throughout the day allows children to articulate their ideas,
communicate their understanding and build relationships. Teacher-facilitated “math talk” in the early years
significantly increases children’s growth in understanding of mathematical concepts (Klibanoff et al., 2006). This
presentation will outline the development of a resource of key vocabulary and terminology for teachers in
supporting their planning and teaching in early number.
The Effect of Relationship Factors on the Goal Orientations of Irish Teachers
Bríd Kennedy
This study investigated how teachers’ perceptions of the psychological climate in their schools, including
relationship factors, as well as teaching self-efficacy contribute to teachers’ goal orientations. It found that
teacher self efficacy had a significant influence on teacher mastery orientation. Certain psychological climate
factors, linked to within-staff relationships (e.g. Recognition, Staff Learning Behaviours and Welfare), were
associated with ‘performance approach’ goal orientations. Psychological safety among colleagues predicted
performance avoidance. The findings highlight the importance of proactive school policies, strategies and practice
regarding teacher welfare and the significance of collegial relationships in teacher motivation.
Rationale for the Inclusion of Relationships and Sexuality Education for Intermediaries and Parents of
Children and Young People with Intellectual Disabilities (ID)
Anita G. Butt & Helen Crowley
The rationale for comprehensive ongoing sex education from an early age for children and young people with
intellectual disabilities is compelling. This workshop will highlight the critical importance of accessible educational
initiatives, set in the context of a positive approach to sexuality that keeps in mind the need to balance autonomy
with protection.
Based on their extensive experience of delivery of sexual health programmes and disability
service initiatives the presenters will introduce PLISSIT and ‘HI 5 Alive’© good practice frameworks . These
models can enable teachers become proactive in the provision of RSE and be more comfortable to answer those
‘tricky’ questions that arise in the classroom. A table of Resources will be available for viewing at the workshop.
Not Waving But Drowning – Popular Culture, Masculinity and Status Anxiety Amongst Vulnerable Youth
Dr Michael Flanagan
I was much too far out all my life...And not waving but drowning- Stevie Smith
Young men have traditionally learnt masculinity, relationship skills and appropriate masculine interaction from
their families and their community, but one of the most important influences on young people is the powerful and
pervasive media system, which provides a steady stream of images that define manhood as connected with
dominance and control. Modern youth is constantly bombarded by an endless sequence of images of glamour,
success and power. Media culture sets standards of attractiveness and popularity for both boys and girls that are
not only highly competitive but all pervasive. Will your last posting on Facebook be ‘liked’ and if so, by how many of
your so called ‘friends?’ Is your phone constantly in receipt of texts that indicate your popularity? The concept of
‘relationships’ that was once confined to the range of family and friends, safe, predictable and controllable is now
universal, potentially confusing and accessible to all.
The fact is that many vulnerable boys experience rejection and a feeling of failure in this arena – the ‘look how
happy/popular/attractive/socially successful I am’ message in the unending cyber stream only serving to underline
their sense of distance and marginalisation from their peers.
These issues are examined in this paper and the manner in which educators might best support those young men,
who may, for a variety of special needs reasons, be more vulnerable, explored.
“Change Your World by Changing Your Words”: A Multi-Voice Perspective on Communication and Collaboration
when Including Students with ADHD
Kate Carr-Fanning & Dr Conor McGuckin
Attention Deficit Hyperactivity Disorder (ADHD) is the most common reason for referral to Child and Adolescent
Mental Health Services (2014) in Ireland. This paper draws on findings from a mixed method multi-case student
voice research project. Stakeholders (n=48) perceptions and experiences of problems and coping were explored.
15 students (7-17 years) with ADHD, their parents, and teachers participated in a semi-structured interview,
which were recorded, transcribed, and coded using principles of Thematic Analysis (Braun & Clarke, 2006). The
multi-voice perspective provided insights into the problems associated with ADHD in practice. More importantly,
however, findings are discussed in terms of their implications for constructing inclusive solutions in Irish schools,
namely through more effective communication and collaborative problem-solving.
Learning Together Through Co-Teaching
Dr Pauline Kerins & Dr Bairbre Tiernan
Co-teaching involves two or more teachers sharing instructional responsibility for a group of students in a single
class, or workspace, for specific content and objectives (Friend & Cook, 2007). Many beneficial outcomes of coteaching have been identified, including improvements in overall academic achievement amongst pupils with and
without learning difficulties (Villa, Thousand & Nevin, 2008). This presentation will outline the benefits of coteaching and will also address the challenges for teachers in planning together and implementing different models
of co-teaching. A framework for planning, designed to support teachers with this process, will be presented.
Working Together to Provide ‘Good Day’ Physical Education Experiences for Children with SEN in Mainstream
Irish Primary Schools
Susan Marron, Dr Frances Murphy & Dr Michael O’Keeffe
In autumn 2011, pre-service teachers (n=10) were invited by a lecturer in Physical Education, in their College, to
reflect and discuss their views and experiences relating to the inclusion of children with SEN in their physical
education (PE) lessons on school placement. The focus of this presentation is to examine how in the light of this
study’s findings pre-service primary teachers can provide “good days” and positive and meaningful physical
education experiences for children with SEN on school placement with the support of their physical education
lecturers, the children with SEN, the school placement class teachers and special needs assistants (SNAs).
Practical Approaches to RSE in the Classroom
Anita G. Butt & Helen Crowley
This session aims to showcase published material available that can be used to tailor the RSE curriculum directly to
the needs of children and young people with intellectual disabilities. The facilitators will also discuss teaching
strategies and demonstrate how to adapt teaching tools to suit different learning styles and abilities. Many of
tools can be transferred to the home environment so that parents can reinforce knowledge and skills. Topics in
this session will feature Circles of Intimacy, Body Parts; Male and Female, Public/ Private; Puberty, Growing up and
Reproduction. Topics may also be selected by the workshop group from the following: Masturbation, Contraception,
Condom demonstration, Sexually Transmitted Infections and Reproductive health and Staying safe.
Supporting Students with Autistic Spectrum Disorders (ASDs) in Transition from Primary to
Post-Primary School
Ailbhe O’Halloran, Evelyn Deacy & Fiona Jennings
This presentation will explore the challenges experienced by students with ASD as they transition from primary to
post-primary school. It identifies the role that strong positive inter-relationships between the students with
ASDs, their parents, peers, teachers at both primary and post-primary level play in this process. This presentation
sees the child at the centre of these relationships and recognises the key role of ‘significant others’ (NCSE, 2013)
in facilitating transition. Data will be presented from a recent study which explores how students with ASD are
supported during this time of transition in Irish primary and post-primary schools.
A table of resources will be available for viewing at the workshop.
Executive Functioning-Its Importance for Successful Teaching and Learning
Tomás Mac An Bhreithiún
This talk will look at what executive functioning really is and its important for the classroom. Executive functioning
(EF) components such as the ability to plan, organise, manage time, problem solve, move from task to task etc. will
all be looked at as well as the areas of meta-cognition and working memory which are important components of
children’s executive functioning skills. The talk will also examine difficulties that children who have EF problems
often experience and the strategies that are used to help support them overcome these difficulties. A number of
classroom and learning support strategies will be examined here. The areas of concentration, working memory will
also be examined in the context of EF difficulties with recommendations for same. Finally, sensory profiling, selfregulation difficulties and supports will be outlined so as to support the child at a classroom and whole-school level.
Positive Behavioural Supports in the United States: Meeting the Needs of Individuals with Challenging
Behaviour
Mack D. Burke & Shanna Hagan-Burke
The purpose of this presentation is to provide an overview of Positive Behavioural Supports (PBS). PBS is a nonaversive approach to addressing the challenging behaviours of individuals in a variety of different settings and
disabilities categories. More recently, school and program-wide PBS has been implemented with over 25,000
schools in the United States. This presentation will provide an overview, review the features, and discuss the
application of the approach in "real world" settings. Illustrations will be drawn from a recent project focused on
implementing program-wide PBS in early childhood settings. Reviewed also will be the features for "getting
started" in your own settings.
Outreach – Developing Partnerships Between Special and Mainstream Schools
Catherine Merrigan
This paper is based on a current PhD study entitled “Outreach – an Emerging Role for the Special School in an Age
of Inclusion” which aims to evaluate and explore the emerging role of special schools in supporting inclusion,
particularly through the development of outreach programmes. Based on a combination of mixed research methods,
this paper will share the reflections of special schools in Ireland and will discuss findings in relation to the current
and future role of special schools, the nature of collaborative practice between special and mainstream schools,
developing outreach programmes and building relationships between special and mainstream school sectors.
S.O.S! Creating Realistic Relationships Between Theory and Actual Practice in the Very Special Learners’
Classroom
Flo Longhorn
A dip into relationships between what actually happens in a busy classroom and what is unrealistically expected by
those outside the classroom. Flo will present all the latest ‘good practise’ materials from around the world, that
may help to close the sometimes strained relationships between the classroom and the demand for unrealistic
outcomes from the ‘powers that be’!
An Ethnographical Account of the Inclusion Experiences of Students with Special Educational Needs in a
Mainstream Post Primary School
Elaine Banville & Dr Sarah Meegan and Dr Geraldine Scanlon
From a philosophical perspective inclusion is not merely an act of placing children of all abilities into the same
“inclusive” environment (Block, 1999). The current study was concerned with observing and examining the inclusive
environment of a post-primary mainstream school. This involved documenting the experiences of two students with
special educational needs within an ethnographical research context. The findings to date have highlighted some
extremely insightful and important observations, specifically within the context of relationships, namely the
complex interactions that exist between all members of the school community which are critical in creating a truly
inclusive educational environment.
This presentation will draw on the observations made throughout the first phase of the study reporting on insights
from observations, focus groups (n=6) and interviews (n=5) conducted with students and members of the school
community themselves, regarding the complexity of inclusion in a mainstream education environment.
An Examination of the Potential for Ready, Set, Go-Maths to Enable Children with Special Educational Needs
Develop Number Sense in a Co-Taught Junior Infant Classroom
Orla McKiernan
The rationale behind this research emerged from extensive literature which highlights the importance of early
intervention, by engaging children with SEN or potential mathematics difficulties (MD) in structured mathematical
learning activities at the earliest opportunities. This research focuses on the use of Ready, Set, Go-Maths (RSGM)
for children with special educational needs or maths difficulties (SEN or MD) included in a mainstream classroom in
a large suburban primary school. This mixed-methods research used testing and observation of children,
interviews with teachers and a questionnaire to parents, to explore the suitability of implementing this programme
in Junior Infants, with a particular focus on developing number sense in a case-study group of learners with SEN or
MD. Observation showed direct teaching to be effective in increasing learning in the case-study group. Parents
became involved by playing the games at home. The co-teaching context was beneficial in enabling a teacher to
engage children in mathematical language during activities. RSGM enabled assessment for learning as children were
engaged in language and discussion about their activities.
Promoting Healthy Relationships in Stressful Environments
Kay Murphy
This workshop aims to address the wellbeing of our teachers so we can become a resilient profession in challenging
times. Traditional teacher training methods in skills and methodologies is clearly important but we also need to
address the internal world of the teacher. As a self-care strategy for teachers, Mindfulness-Based Stress
Reduction is examined. A growing body of literature reports that mindfulness practice leads to enhanced levels of
self-compassion, increased awareness of our personal and professional lives which can lead to enhanced
relationships in the classroom and beyond.
Positive and Effective Partnerships Between Parents and Schools for Children with Autism
Claire Smyton & Suzanne McCanney
Partnership between home and school is particularly important in the life of the child with autism; children with
autism need a consistent approach across home and school. This session will assist education staff to work
effectively with parents of children with autism in a creative and engaging way. It will build on existing good
practice between parents and schools for the benefit of children with autism and will empower teachers to use
their individual skills and abilities to foster creative relationships.
The Experiences of Inclusion for Students with Autistic Spectrum Disorders (ASD) in Mainstream Primary
Schools- A Case Study
Colin McElroy
The policy of inclusion has led to increased numbers of students with ASD attending mainstream schools in recent
years. Despite many publications and legislation relating to inclusive education, Ireland has been slow to translate
inclusive policies into inclusive practices. A case study approach was adopted in eight primary schools involving
thirty-nine students with ASD in Leinster. Document analysis, questionnaires and interviews were conducted,
describing the experiences of inclusion for primary students with ASD and relevant stakeholders. This research
outlines the importance of relationships between the individual and their environment, by highlighting how these
relationships and processes can influence student outcomes.
The Evolving Role of the Special Education Teacher in Post-Primary Schools: From Champion to Consultant
Johanna Fitzgerald
Teachers in special education were traditionally and perhaps contemporarily, viewed as ‘champions’ or ‘crusaders’
for children with special educational needs. This ‘heroic’ model seems to be in tension with the ‘universal’ whole
school approach to special education espoused in recent Irish policy and legislative documentation. Leadership in
and management of special education in post- primary schools are generally devolved to a special education teacher
and so these teachers are increasingly leading the SEN agenda in schools. More recently, special education
teachers are being perceived as consultants for the entire school community, advising on curricular and pedagogical
adaptations necessary for inclusive education. Collaborative practice is the keystone of inclusive practice and
supports achievement for all learners. This presentation examines the changing nature of the role of special
education teachers and offers some practical, evidence based guidance on how teachers may strive to fulfil this
role in an educational landscape that has shifted dramatically in the past two decades.
Developing Meaningful Peer Relationships for Students with Attention Deficit Hyperactivity Disorder Using a
Process Drama Approach
Elaine Clotworthy & Dr Carmel O’Sullivan
This presentation will explore a small scale research project carried out in a mainstream primary school in a
withdrawal setting, initially investigating the impact of drama in education strategies, using a process drama
approach, on the levels of concentration in children with ADHD. While the research findings indicate that
enhanced levels of concentration were displayed, the participants also developed meaningful peer relationships,
discussing issues relating to their diagnosis and the difficulties they encounter in the school and home
environments. The benefits of creating a safe environment for students with ADHD to develop peer relationships,
enhance confidence and foster a sense of belonging and friendship through the use of drama in education will be
explored. There will be a practical element within this presentation whereby participants will have a chance to
experience the methodologies and strategies used in this study and gain ideas and perspectives for their own
practice.
Challenging Behaviour and Facilitating Positive Relationships
Sinéad Egan & Lorraine O’Brien
Challenging behaviour and teacher’s struggle to deal with such behaviour has received much attention in the
literature (Lyons & O’Connor, 2006). The current presentation aims to provide teachers with practical evidencebased strategies to support children presenting with challenging behaviour in mainstream and special classrooms.
This will include supporting emotional, social, cognitive and behavioural development, with particular focus on
systemic influences. The presentation objectives will support teachers to:
-
Facilitate positive relationships
Develop preventative and proactive strategies
Support children’s self-esteem and emotional well-being
Identify causes and triggers of challenging behaviour
Carry out a Functional Behavioural Analysis
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Develop evidenced-based reactive strategies
Tales of Hidden Lives- Using Student Voice to Explore Contested Value Systems in Schools
Gerard Heery
The presentation will argue for a greater inclusion of the unique "voice" of each student to be heard throughout
their school experience. I will suggest that this "voice" should be part of all their school records. This inclusion,
alongside other educational and clinical reports, enhances the dignity of the student and contributes to a more
holistic and honest picture. The teacher plays a pivotal role in creating a space where all participants in the school
community are encouraged to listen more in order to support greater social inclusion.
Supporting Students with Autism Through Transitions
Frances O’Neill Autism Trainer/Advisor, Middletown Centre for Autism
Middletown Centre for Autism offers a range of evidence based courses incorporating practical strategies to
support teachers and parents. Transition from one educational setting to another has traditionally been a focus of
concern for both teachers and parents regarding student anxiety, social integration, lack of progression and
underachievement; many demonstrate and communicate this through their behaviour which can be challenging. The
need to focus on preparation for the future is vital, using all of the expertise from all sectors available, to ensure
the student’s pathways to further, vocational or higher education or into the workforce are explored.
Facilitating Inclusive Education and Supporting the Transition Agenda (FIESTA)- Professional Collaboration
Terry Datson & Kate Kearney
FIESTA (Facilitating Inclusive Education and Supporting the Transition Agenda) is a 3 year network funded by the
Education, Audiovisual, Cultural and Executive Agency, under the Life Long Learning Programme.
FIESTA focuses on achieving effective transition through collaborative working for children with special
educational needs. The presentation will examine the results of the FIESTA research phase which included a
comparative analysis across 8 EU countries in the form of a literature review and best practice report, a self
assessment tool for schools, a managing transition resource pack and 3 online training modules that centre on
transition, inclusion and collaborative working.
One Special School’s Journey to a Healthy Lunch
Joanna Gill
Following liaison with parents and class staff, a Speech and Language Therapist promoted the introduction of a
free Healthy Lunch to a Special School in Cork for children with ASD and ID. Social Stories™, token systems, food
trialling and food chaining were used to support students in this journey. Poor pacing, chewing and swallowing
difficulties were identified and targeted. The presentation emphasises the importance of relationships in a school,
where staff from DES and HSE work together with students and parents, as well as giving practical strategies to
improve students’ diets.
The Influence of the School in the Development of Self-Esteem in Adolescents with Special Educational
Needs
Kathryn Fitzgerald
Schools can effectively create an environment that promotes the academic and general self-esteem of SEN
students. An appreciation of the concept and its practical relevance in our support of these pupils as they develop a
successful personal identity in school is the focus of this study. This presentation will highlight how behaviour,
motivation and academic success are affected and influenced by students’ self-esteem. A small number of case
studies will be used to illustrate practical strategies which have been successfully used.
Using A Child’s Mode of Communication to Enhance the Teacher/Family Relationship
Deirdre Leech
Keeping updated with a child’s individualised communication system can be difficult for families who are not at
school with their child every day. Using a daily communication book or “Journal” to document what the child did at
school keeps the family involved and informed as to what symbols and objects of reference that a child is currently
using. The family can then share some aspect of their evening for the child to share with their teacher the
following day. Not only is the team strengthened but the child also gets to share their experiences from their
point of view and not just their teacher’s or parent’s perspective. (Session is primarily for teachers and
professionals working with children with moderate to severe learning needs)