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Publication Inclusion as Lived and Felt in the Leaving Certificate Applied Programme: A case study exploring spatial discourses of inclusion(Education Matters, 2024) Curneen, AnnmarieParity of esteem has long been an enduring theme of educational discourses of inclusion. This article examines parity of esteem through the lens of the Leaving Certificate Applied (LCA) programme by focusing on spatial discourses of inclusion. For this article, parity of esteem relates to issues of value and recognition of difference and the resulting experience of inclusion as something that is lived and felt in school contexts. The article draws on research conducted by the author over a 10-month period with four case-study schools in the north-west of Ireland. The LCA programme is a distinct, modular, self-contained, two-year Leaving Cert pre-vocational programme. It ‘emphasises forms of achievement and excellence which the established Leaving Certificate has not recognised in the past. It offers a specific opportunity to prepare for and progress to further education and training’. (PDST, 2019, p.7). The programme incorporates work experience and learning that takes place outside the classroom. It is ringfenced, meaning it is separate from but equal to the Leaving Certificate Established (LCE) programme and is not part of the CAO points system. However, recent changes announced as part of Senior Cycle redevelopment mean that since September 2022 LCA students ‘have the opportunity to take Leaving Certificate Mathematics and, where possible, a Leaving Certificate Modern Language’ (DoE, 2022).Publication When the Mind Meets the Body: Health and wellbeing for schools(Education Matters, 2024) Burke, Jolanta; Dunne, Padraic J.; Doran, AnnemarieMost risk factors for developing non-communicable diseases, such as diabetes and heart disease, are established during adolescence. Urgent action is required to prevent the premature death of this cohort in Ireland as a result. We conducted a quasiexperiment combining positive psychology and lifestyle medicine to help students improve their sleep, nutrition, stress management, and physical activity. Here we reflect on our findings and the implications for school wellbeing policy and practice.Publication Post-primary school teachers’ knowledge and understanding of autism spectrum disorders(Informa UK Limited, 2017-07-27) Young, Keith; Mannix McNamara, Patricia; Coughlan, BarryCurrent national policy in the Republic of Ireland advocates for the inclusion of students with learning difficulties in mainstream schools. With Asperger’s syndrome (AS) specifically, it is essential that teachers understand the syndrome and are well versed in appropriate approaches to effectively create an inclusive environment for these students in the mainstream classroom. This paper explores teacher knowledge and understanding of 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. A survey was distributed nationally to a random sample of qualified post-primary school teachers. 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.Publication Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education(Elsevier BV, 2017-11) Young, Keith; Mannix McNamara, Patricia; Coughlan, BarryThis study examines teachers' perspectives of inclusive practice for students with autism spectrum disorders in Irish post-primary schools. Semi-structured interviews were conducted with 15 teachers nationally. The data were thematically analysed according to Braun and Clarke's framework, employing a deductive, constructionist, analytical approach based on Ajzen's Theory of Planned Behavior. Conclusions drawn include: In principle, teachers espoused the value of inclusion however, their practice evidenced little in terms of agency to effect inclusion. They attributed barriers experienced to external factors. Authentic inclusion requires adequate resourcing and attitudinal change in order to effectively transcend rhetoric and positively influence practice.