Inclusion Ezine 

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

Inclusion Webinar

Panel discussion on the theme of Inclusion for All

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

Panel Members

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

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

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

Webinar Timings

00:00 - 04:00 Introductions

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

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

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

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

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

37:00 – 46:00 Pressures and expectations

46:00 – 53:00 Barriers to inclusion

53:00 – 56:00 Joining the dots

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

01:01:00 – 01:03:00 Closing remarks

eBooks on Inclusion

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

A step-by-step guide to accessing the Online Library can be found here

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



The Inclusion Dialogue: Debating Issues, Challenges, and Tensions with Global Experts 

J. Banks (2022) 

This book brings together a series of global expert views on inclusive education, revealing the evolving tensions in this research area and highlighting future directions. Based on fascinating and unique conversations with leading academic experts across the globe, Irish author, Joanne Banks, uses in-depth interviews to examine current debates in special and inclusive education and provides a clear overview of the key tensions which impact policy and practice across different national contexts. Her book also highlights how inclusive education policies do not always translate into inclusive practices in our schools. The dialogue presented in this accessible text provides readers with insights into our conceptual understanding of inclusion within the context of the United Nations Convention on the Rights of People with Disabilities. Through these informal discussions, this book is ideal for academics and researchers working in the area of inclusive and special education, for educators wishing to create more inclusive environments for their students, and for policy-makers seeking to understand what inclusive education looks like on the ground.



Inclusion in Action: Practical Strategies to Modify your Curriculum 

N.Eredics (2018) 

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


Picture3Understanding Inclusion: Core Concepts, Policy and Practice 

R. Woolley (2018)

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


Picture8Inclusion in Context: Policy, Practice, and Pedagogy

O'Ní Bhroin (2017)

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



Reconsidering Inclusion: Sustaining and Building Inclusive Practices in Schools

A. Ekins (2016) 

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


Picture5Transition for Pupils with Special Educational Needs: Implications for Inclusion Practice and Policy 

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

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



Leadership for Inclusive Education: Values, Vision and Voices 

G. MacRuairc, E. Ottesen, R. Precey (2013)

This books seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. 

Articles on Inclusion

To access the articles below, registered teachers must be logged in to the Teaching Council’s online library here.

A step-by-step guide to accessing the online library can be found here.


Promoting Inclusion and Equity in Education: Lessons from International Experiences. Nordic Journal of Studies in Educational Policy, 6(1), 21-24, Knigge, M., 2020.

In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a 'whole-system approach'. He describes international policies which address inclusion and equity. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. This article will focus on the ‘use of evidence’ and discuss its scope and the potential  to apply it in inclusive education development.


Inclusion and Leadership in Diverse and Challenging Contexts: Irish Travellers and Early Years Education. Leading & Managing, 24(2), 44-60, Hanafin, J., Boyle, A., Boyle, L., and Flynn, M., 2018.

This largely qualitative study of Irish Traveller parents and Traveller preschools in Ireland explores inclusion, defined as a response to diversity intended to reduce and eliminate exclusion within and from education. Data are presented showing that certain recognitive and distributive leadership practices were found to build relational schools and to support a marginalised minority ethnic population to feel included and valued within the educational setting. Some points for school leaders wishing to engage inclusively with minority populations are suggested.


Post-primary School Teacher's Knowledge and Understanding of Autism Spectrum Disorders. Irish Educational Studies, 36(3), 399-422, Young, K., Mannix-McNamara, P., and Coughlan, B., 2017.

This paper explores teacher knowledge and understanding of Asperger’s syndrome (AS) while also exploring what affects their confidence in educating students diagnosed with the syndrome. Data collection pre-dated changes to the DSM-V and as such AS is used throughout this paper. The findings revealed that teachers did not appear to possess an adequate level of knowledge and understanding in relation to the syndrome. Continued professional development programmes in the area appeared to have minimal effect, with those completing programmes scoring only marginally better than those who did not (2.85%). These findings are of concern if these teachers are then expected to foster an inclusive environment, particularly when a high proportion of teachers have previously taught a student diagnosed with the syndrome and their knowledge remains limited.


Exploring Primary Teacher's Views of Co-teaching for Pupils with Special Educational Needs (SEN) in Multi-grade Classrooms. Reach, 31(2), 129-140, Casserly, A., Padden, A., 2018.

This study focused on primary teachers' (multi-grade, mainstream and support teachers) views of co-teaching approaches in addressing the learning needs of pupils with special educational needs (SEN) in multi-grade classrooms in Irish primary schools. The findings indicated that while teachers believed the learning needs of pupils with SEN could be met through co-teaching approaches, the withdrawal of pupils for supplementary support remained the dominant approach. Teachers indicated that they would prefer a combination of withdrawal and in-class support as opposed to choosing one approach over the other.


Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice. Exceptionally Education International, 30(2), 32-50, McGhie-Richmond, D., Haider, F., 2020.

This article outlines the significant role of teachers and teacher education in implementing inclusive practices. This study then synthesised findings from previous literature identifying both individual and contextual, system-level influences that impede the implementation of evidence-based inclusive practices by teachers. Emphasis is placed on the prominent role of school leaders in removing some of these barriers by supporting teachers and collaborating with key stakeholders.


The following articles are not available through the Teaching Council’s online library, but are freely available through open access databases via the links provided:


New Actors and New Learning Spaces for New Times: A Framework for Schooling that extends beyond the School. Learning Environments Research, Connolly, C., Murray, C., Brady, B., MacRuairc, G. and Dolan P., 2022.

Taking the ‘breakdown’ in regular schooling as a result of the Covid pandemic as a catalyst to reimagine education, this article formulates a theoretical framework, using design research, that enables a fundamental reconceptualization and introduction of new actors into the space of schooling. Recommendations are proposed for bridging formal and nonformal education for practitioners and policymakers, bringing together teachers and youth workers to co-construct a learning environment.


Anailís ar na hacmhainní reatha teagaisc agus foghlama do pháistí a bhfuil riachtanais bhreise oideachais acu sa chóras lán-Ghaeilge agus Gaeltachta. Gaeloideachas, Nic Aindriú, S., Ó Duibhir, P., 2022. 

Sa taighde seo a choimisiúnaigh Gaeloideachas, déantar imscrúdú ar na hacmhainní measúnaithe agus teagaisc atá riachtanach do scoileanna lán-Ghaeilge agus Gaeltachta chun freastal cuí a dhéanamh ar scoláirí a bhfuil riachtanais bhreise oideachais acu. 

This research, commissioned by Gaeloideachas, investigates the assessment and teaching resources required for Irish-medium and Gaeltacht schools to cater appropriately for students with additional educational needs.


Ag tacú le daltaí a bhfuil riachtanais speisialta oideachais acu i scoileanna Gaeltachta agus lánGhaeilge. COGG, Nic Aindriú, S., Connaughton-Crean, L., Ó Duibhir, P., Travers, J., 2022 

Is ar mhaithe le díriú ar riachtanais mhúinteoireachta agus mheasúnaithe de chuid múinteoirí bunscoile agus iar-bhunscoile scoileanna Gaeltachta agus lán-Ghaeilge atá ag plé le daltaí a bhfuil riachtanais speisialta oideachais (RSO) acu a leagadh amach an lámhleabhar seo go príomha.

This handbook addresses the teaching and assessment needs of teachers in both primary and post-primary schools in Gaeltacht and Gaelscoil dealing with pupils with special educational needs (SEN).


Travelling Community Teaching Resource. Collins, A., 2022.

This handbook, created by teacher Annmarie Collins, provides educators with easy access to a variety of classroom resources to aid in building inclusive educational experiences for all students. We believe the research highlighted on pages 23-25 will be of particular interest to teachers.

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