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Tracking 2024

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Cambridge UK: Research on Autistic Individuals and the use of drugs to self medicate their mental health

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Cambridge UK: Research on Autistic Individuals and the use of drugs to self medicate their mental health

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There is significant debate about substance use of autistic adolescents and adults. Some studies indicate that autistic individuals are less likely to use substances, whereas others suggest that autistic individuals are at greater risk of substance misuse or abuse. The team at the Autism Research Centre in Cambridge used a 'mixed methods' design to consider both the frequency of substance use among autistic individuals, as well as their self-reported experiences of substance use.

Overall, 1,183 autistic and 1,203 non-autistic adolescents and adults (aged 16-90 years) provided information about the frequency of their substance use via an anonymous, online survey; of this group, 919 individuals also gave more in-depth responses about their experiences of substance use.

Autistic adults were less likely than non-autistic peers to use substances. Only 16% of autistic adults, compared to 22% of non-autistic adults, reported drinking on three or more days per week on average. Similarly, only 4% of autistic adults reported binge-drinking compared to 8% of non-autistic adults.

There were also some sex differences in patterns of substance use: autistic males were less likely than non-autistic males to report ever having smoked or used drugs. In contrast, the team did not find differences in the patterns of frequency of smoking or drug use between autistic and non-autistic females.

However, despite lower rates of substance use overall, the qualitative findings of the study provide a much less hopeful picture: autistic adults were nearly nine times more likely than non-autistic peers to report using recreational drugs (such as marijuana, cocaine and amphetamines) to manage unwanted symptoms, including autism-related symptoms.

Drugs were used to reduce sensory overload, help with mental focus, and provide routine, among other reasons. Several autistic participants also indirectly referenced using substances to mask their autism. Past research has shown that this behavioural management (also known as 'camouflaging' or 'compensating') has been linked to emotional exhaustion, worse mental health, and even increased risk of suicide among autistic adults.

Autistic adolescents and adults were also over three times more likely than others to report using substances to manage mental health symptoms, including anxiety, depression, and suicidal thoughts. Several participants specifically noted that they used drugs for self-medication. However, this self-medication was not always viewed as negative by participants, and several noted that using recreational drugs allowed them to reduce the doses of prescribed medications for mental health conditions, which was a welcome change due to the sometimes significant side effects from their prescribed medications.

Another area of concern was the strong association between vulnerability and substance use among autistic teenagers and adults. Previous work from the Cambridge team suggests that autistic adults may be much more likely to have adverse life experiences and be at greater risk of suicide than others. The findings of the new study indicate that autistic individuals are over four times more likely to report vulnerability associated with substance use compared to their non-autistic peers, including dependence/addiction, using drugs to deal with past trauma, and substance use associated with suicide.

In addition, the study identified two new areas of vulnerability not been previously reported: being forced, tricked, or accidentally taking drugs; and childhood use of substances (at the age of 12 years or younger).

Elizabeth Weir, a PhD student at the Autism Research Centre in Cambridge, and the lead researcher of the study, said: "Whether or not the substances currently classed as 'recreational' could be used medically remains an open question. It is evident that the current systems of health and social care support are not meeting the needs of many autistic teenagers and adults.

"No one should feel that they need to self-medicate for these issues without guidance from a healthcare professional. Identifying new forms of effective support is urgent considering the complex associations between substance use, mental health, and behaviour management-particularly as camouflaging and compensating behaviours are associated with suicide risk among autistic individuals."

Dr Carrie Allison, Director of Research Strategy at the Autism Research Centre and a member of the research team, said: "While some of our results suggest lower likelihood of substance use overall, physicians should not assume that their autistic patients aren't using drugs. Drug use can be harmful so healthcare providers should aim to establish trusting relationships with autistic and non-autistic patients alike to foster frank and honest conversations about substance use."

Professor Simon Baron-Cohen, Director of the Autism Research Centre and a member of the team, said: "We continue to see new areas in which autistic adults experience vulnerability: mental health, physical health, suicide risk, lifestyle patterns, the criminal justice system, and so on. Substance use is now another area that we need to consider when developing new forms of support for autistic individuals. It is essential that we ensure that autistic people have equal access to high quality social and healthcare that can appropriately support their specific needs; and, unfortunately, it seems clear that our current systems are still not meeting this mark."

The research was funded by the Autism Research Trust, Rosetrees Trust, Cambridge and Peterborough NHS Foundation Trust, Corbin Charitable Trust, Medical Research Council, Wellcome and the Innovative Medicines Initiative.
Reference
Weir, E, Allison, C, & Baron-Cohen, S. Understanding the substance use of autistic adolescents and adults: a mixed methods approach. The Lancet Psychiatry (2021).

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cambridge and peterborough nhs foundation trust

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innovative medicines initiative autism research trust

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cambridge and peterborough nhs foundation trust

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spotlight on neuroscience spotlight on neuroscience

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school of clinical medicine school of clinical medicine

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Autistic individuals may be more likely to use recreational drugs to self-medicate their mental health

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There is significant debate about substance use of autistic adolescents and adults. Some studies indicate that autistic individuals are less likely to use substances, whereas others suggest that

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Indecon Report 2021: Cost of Disability in Ireland

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Indecon Report 2021: Cost of Disability in Ireland

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Indecon Report 2021

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Inclusion: Refugee and Asylum seeking children in Education

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Inclusion: Refugee and Asylum seeking children in Education

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Differentiation as a means to Include SEN Students in the classroom

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Differentiation as a means to Include SEN Students in the classroom

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Differentiation In Action - Practical Strategies for including students with SEN in the mainstream classroom

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Strategies for providing students with diverse needs and abilities with opportunities to participate meaningfully in classroom activities. Topics covered include 1. Learning Preferences, 2. Readability, 3. Co-operative Learning, 4. Paired Reading, 5. Active Learning, 6 Concept Maps, 7. ICT

Produced in 2007 by the Department of Education Science as part of the National Development Plan, this film was originally distributed in DVD format to Irish schools by the Special Education Support Service. 

Produced by Tailored Films. Copyright © Special Education Support Service (SESS), 2007. The SESS is now part of the National Council for Special Education Support Service. (www .ncse.ie)

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Course Details

Cost: Free

Style: Self Directed - enroll and complete at your pace

Estimated Learner Effort: 90-120 mins

Target Audience: Anyone working in further or higher education will find this course useful. It is targeted at teaching staff in Education, but will provide some good information for other educational or professional staff who are looking to learn about Universal Design for Learning more generally.

What's in it for me?: All participants who complete this course get an AHEAD digital badge for completing. Please note this is one of 5 Digital Accessibility courses you can do for free with us.

Course Content: This AHEAD short course is designed for self-access. It should take around 2 hours to complete. You can complete it in any order you like, but we recommend working through sequentially. There are inbuilt reflections and tasks to help you embed the learning into your day-to-day work. By the end of the course, you should:

Be aware of diversity in Education and how traditional teaching approaches can create unnecessary barriers.

Understand how Universal Design for Learning (or UDL for short) is an inclusive Education framework that gives staff in Education guidance to deal with diverse learners.

Get insights into "UDL in practice",

Develop an awareness of how UDL can inform your practices,

Help connect you to further UDL courses and communities of practice.

When you complete the self-paced course, you will receive a Digital Badge, that will be emailed to you automatically, that you can use as evidence of CPD and even add to your email footer.

Complete all 3 courses: If you choose to complete all 3 digital courses then you will receive our Digital Accessibility Master Badge.

Our ARK Twitter hashtag #AHEADark

Contact us AHEADcourses@ahead.ie

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Free Course: Universal Design for Learning

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This training course focuses on stress and its impact on learning, behaviour and wellbeing. Familiar and new approaches based on research and the experience of NEPS psychologists are used to guide thinking, planning and action. The training aims to support school staff to build resilience for all including children and young people with additional needs and those affected by trauma and adversity.

It has been designed for all staff and promotes a whole school approach to trauma informed practice.

The format has been developed to allow for self-directed, self-paced learning. Schools may also choose to undertake the training together through blending the e-learning modules with follow up in-school reflection and action planning sessions.

The course consists of 7 short modules, each comprising video presentation, and downloadable reflection activities and information handouts. The online course can be completed in approximately 2 - 2 ½ hours.

Following completion of the course we hope you and your staff:

Use the resource called 'Walk Through' Model, to highlight strengths, needs and actions for your class/school.

Discuss with colleagues how best to embed the learning in this training in classes and in the school community.

Access further advice/support around embedding the learning through the school's assigned psychologist, if required.

Click here for flyers:

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NEPs- Introducing a Trauma Informed Approach eLearning

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This training course focuses on stress and its impact on learning, behaviour and wellbeing. Familiar and new approaches based on research and the experience of NEPS psychologists are used to guide thinking, planning and action. The training aims to support school staff to build resilience for all including children and young people with additional needs and those affected by trauma and adversity.

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Oide Inclusion in Guidance Workshop 2023/24

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Oide Inclusion in Guidance Workshop 2023/24

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Department Circular 0031/2011 sets out the requirements in relation to teacher recruitment, registration and qualifications. It remains the case, as set out in recent Staffing Arrangements Circulars that a person being assigned as a post-primary guidance counsellor must be a post-primary qualified and registered teacher with the Teaching Council and, in addition, hold the relevant recognised qualification for school guidance work.

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Department Circular 0031/2011 sets out the requirements in relation to teacher recruitment, registration and qualifications. It remains the case, as set out in recent Staffing Arrangements Circulars that a person being assigned as a post-primary guidance counsellor must be a post-primary qualified and registered teacher with the Teaching Council and, in addition, hold the relevant recognised qualification for school guidance work.

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NCCA: The Experience of First Year Students in Post Primary

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NCCA: The Experience of First Year Students in Post Primary

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Dyslexia: How the Guidance Counsellor can support the student with dyslexia

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Dyslexia: How the Guidance Counsellor can support the student with dyslexia

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These Sections of the Education Act are pertinent to Guidance and Inclusion

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9. -A recognised school shall provide education to students which is appropriate to their abilities and needs and, without prejudice to the generality of the foregoing, it shall use its available resources to-

( b) ensure that the education provided by it meets the requirements of education policy as determined from time to time by the Minister including requirements as to the provision of a curriculum as prescribed by the Minister in accordance with ,

( i) conduct its activities in compliance with any regulations made from time to time by the Minister under ,

( m) subject to this Act and in particular section 15 (2) (d), establish and maintain an admissions policy which provides for maximum accessibility to the school.

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irish statute book; irish legislation; acts; statutory instruments; constitution

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Down Syndrome Ireland: Supporting students with Down syndrome transition from Primary to Post Primary School

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Down Syndrome Ireland: Supporting students with Down syndrome transition from Primary to Post Primary School

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NCCA: Exceptionally Well Able Students Draft Guidelines for Teachers

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NCCA: Exceptionally Well Able Students Draft Guidelines for Teachers

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Ahead: Maximising your Job Application- a practical workbook

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Ahead: Maximising your Job Application- a practical workbook

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Post School Options for Young People with Disabilities: Inclusion Ireland April 2021

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Post School Options for Young People with Disabilities: Inclusion Ireland April 2021

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Post School Options for Young People with Disabilities

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Inclusion Strategy for Traveller and Roma Community 2017 -2021

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Inclusion Strategy for Traveller and Roma Community 2017 -2021

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Digital Tools for Primary/Post Primary School to Support EAL Learners

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Digital Tools for Primary/Post Primary School to Support EAL Learners

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This Provides indicators on the range of considerations involved in finding an appropriate 'fit' for the technology within the life of a pupil and school

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Introduction

This section provides an overview of Assistive Technology (AT). While AT refers to any device or system that helps to improve the functional capacity of people with disabilities, this section deals primarily with computer-related applications.

Assistive technology is a very broad field and may range from the very simple to the very complex. It may be divided into high, medium and low-tech categories:

'low-tech' refers to unsophisticated and largely non-electronic devices, such as a laptop stand

'medium-tech' devices are more complicated but are used by those by pupils with some degree of independent functioning. Adaptive computer peripherals, such as alternative mice or keyboards, will usually come within this category

high-tech' devices include sophisticated communication and computer control systems. At this end of the AT range, considerable specialist training and support will be necessary, and pupils with little independent functioning or communication ability will be the main users.

This section is a starting point and provides indicators on the range of considerations involved in finding an appropriate 'fit' for the technology within the life of a pupil and school. These may include assessment, training, on-going support, the characteristics of the school and, above all, the pupil. Where the full benefits of the technology can be realised it can be enormously advantageous for the pupil by liberating them to achieve their optimum potential. Such a result can also be a most rewarding experience for everybody concerned.

Some content in this section is courtesy of the SOLAS SIP Project, Boherbue Comprehensive School, which was funded by the National Centre for Technology in Education - now PDST Technology in Education - under the Schools IT2000 Initiative.
AT - Possibilities and limitations Factors to Consider when Deciding on AT Assistive Technology - Tools and Applications Appendix 1 - Online AT-Related Resources Acronyms and Abbreviations

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This section provides an overview of Assistive Technology (AT). While AT refers to any device or system that helps to improve the functional capacity of people with disabilities, this section deals primarily with computer-related applications. Assistive technology is a very broad field and may range from the very simple to the very complex.

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Publication: Careers and Guidance for Deaf People by Mary Quirke

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Publication: Careers and Guidance for Deaf People by Mary Quirke

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By Mary Quirke

This is a report complimenting the publication ' Guidance for The Deaf Conversation About Careers and Community - Lets Start a New Conversation Guidance.... '. It is important to say that either publication does not intend to limit any understanding but rather share the learning about guidance and Deaf people. It is intended that this publication will be translated into Irish Sign Language (ISL).

We want to communicate to all interested parties and inspire further work in this area, Deaf people, the Deaf community together with guidance and career professionals. This is important if the project is to have an authentic impact on guidance and moreover on social and active inclusion in society for Deaf people.

Both publications have been informed by several sources - a systematic literature review, an exploration of guidance services across the EU, and different Irish policy documents including the National Guidance Framework. Finally, this report has also been influenced by the work currently being developed in the IDS Deaf Career Project funded by POBAL Dormant Accounts Fund.

Guidance for the Deaf Community - Lets Start a New Conversation about Careers and Guidance... VIEW PDF
Deaf Awareness Training and Career Learning - A Model of Reciprocal Learning VIEW PDF

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By Mary Quirke This is a report complimenting the publication ' Guidance for The Deaf Conversation About Careers and Community - Lets Start a New Conversation Guidance.... '. It is important to say that either publication does not intend to limit any understanding but rather share the learning about guidance and Deaf people.

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Autism Good Practice Guidance for Schools has been developed by the Department of Education as a resource for schools and other educational settings.

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NCSE March 2022: Autism Good Practice Guidance for Schools

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NCSE March 2022: Autism Good Practice Guidance for Schools

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NAS UK Good Practice Guide for professionals delivering talking therapies to autistic adult and people

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NAS UK Good Practice Guide for professionals delivering talking therapies to autistic adult and people

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Supporting Pupils with Special Educational Needs in Mainstream Schools

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Supporting Pupils with Special Educational Needs in Mainstream Schools

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NCSE National Council for Special Education

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NCSE National Council for Special Education

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News Update

14/11/2023

FEAPDA
REGISTRATION & CALL FOR CONTRIBUTIONS - 27th FEAPDA Conference

Diversity in deaf education: Exploring the diversity of deaf learners in their many lives: implications for our knowledge and practice.

26-27 April 2024 in The Grand Hotel, Malahide, Co. Dublin, Ireland.

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National Council for Special Education - Working to deliver a better special education service - Working to deliver a better special education service

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14/11/2023 FEAPDA REGISTRATION & CALL FOR CONTRIBUTIONS - 27th FEAPDA Conference Diversity in deaf education: Exploring the diversity of deaf learners in their many lives: implications for our knowledge and practice. 26-27 April 2024 in The Grand Hotel, Malahide, Co. Dublin, Ireland.

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Differentiation Resources Post Primary NCSE

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Differentiation Resources Post Primary NCSE

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Differentiation In Action - Practical Strategies for including students with SEN in the mainstream classroom from SESS on Vimeo.

Differentiation Template [Word - 104KB] ( A template to assist teachers when differentiating individual lessions)

Teaching Strategies Checklist [MS Word] A checklist for teachers to reflect on the teaching strategies they employ

Monitoring and Supporting on Task Work [PDF - 96KB] Explanations of strategies teachers can consider in relation to monitoring and supporting on-task work

Effective Teaching Strategies Checklist [PDF - 75KB] A brief list of strategies for teachers to consider in relation to the learning and teaching of pupils with behavioural difficulties

Learning Styles Questionnaire [MS Word] / Ceistneoir le Stil Foghlama a Aithint This tick-box questionnaire helps pupils discover their preferred learning style

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Differentiation In Action - Practical Strategies for including students with SEN in the mainstream classroom from SESS on Vimeo.

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Look, Listen, Link

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How to best equip students for their working lives...

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How to best equip students for their working lives...

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Disrupted Futures 2021 | Opening plenary session

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Oide - Supporting the Professional Learning of School Leaders and Teachers in Ireland

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Droichead - Junior Cycle Registration - Primary and Post-primary School Support

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NEPS: Guidelines for Supporting Students with Behavioural, Emotional & Social Difficulties

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NEPS: Guidelines for Supporting Students with Behavioural, Emotional & Social Difficulties

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The Role of the Regular Teacher in Whole School Guidance 2014

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The Role of the Regular Teacher in Whole School Guidance 2014

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Find out how you can access Higher Education in Ireland A higher education admissions scheme for Leaving Certificate students (under 23) whose economic or social background are underrepresented in higher education Find out more about HEAR More about HEAR A higher education admissions scheme for Leaving Certificate students (under 23) whose disabilities have had a [...]

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Dyslexia at Second Level: Fact sheets for Teachers

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Dyslexia at Second Level: Fact sheets for Teachers

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With dyslexia affecting approximately one in ten people, there are many thousands of students with dyslexia in Irish second level schools.

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Education for Persons with Special Educational Need Act 2004

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Education for Persons with Special Educational Need Act 2004

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Education for Persons with Special Educational Needs Act 2004

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The electronic Irish Statute Book (eISB) comprises the Acts of the Oireachtas (Parliament), Statutory Instruments, Legislation Directory, Constitution and a limited number of pre-1922 Acts.

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NCCA Guidelines for Supporting teaching and learning in care and detention schools.

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NCCA Guidelines for Supporting teaching and learning in care and detention schools.

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Published February 2023

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Down Syndrome Ireland: Supporting Students with Down Syndrome in Post Primary School

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Down Syndrome Ireland: Supporting Students with Down Syndrome in Post Primary School

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Centre for Talented Youth: Secondary School Programmes

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Centre for Talented Youth: Secondary School Programmes

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The Centre for Talented Youth, Ireland - Secondary School Programme Overview | Centre for Talented Youth, Ireland

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The CTYI Summer Programme is for young people aged between 12 and 16 years, who have been identified as having high academic ability (95th percentile in mathematical and/or verbal reasoning). The programme offers enrichment courses, which take the form of 3-week academic programmes.

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Training Options for People with disabilities

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Training Options for People with disabilities

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Rehabilitation and training services for people with disabilities

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There are various rehabilitation, training and employment services for people with disabilities. Find out more.

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Post School Transitions Students with Intellectual Disabilities

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Post School Transitions Students with Intellectual Disabilities

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Spunout Action Panel to support the voice of young Travellers in Ireland

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Spunout Action Panel to support the voice of young Travellers in Ireland

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The SpunOut.ie Traveller Action Panel is a space for young Travellers aged 16-25 to come together to have their voice heard and get to know other young Travellers in Ireland.

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What is the Action Panel?spunout’s core philosophy is “by young people, for young people”, and the spunout Action Panel is a fundamental part of this. The

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Supporting Culturally and Linguistically Diverse Learners

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Supporting Culturally and Linguistically Diverse Learners

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Assistive Technology refers to practical tools that enhance independence for people with disabilities and is defined by the WHO as "any item, piece of equipment or product system whether acquired commercially, modified or customized that is used to increase, maintain or improve functional capabilities of individuals with disabilities" (World Health Organisation & World Bank 2011, p.101).

If we think of it in a learning or working context, AT refers to any tools, devices, applications or features of applications that can support people with disabilities to learn and work more effectively and meet the challenges posed by the impact of their disability or the inaccessible design of environments and materials.

Common examples of Assistive Technology include screen reading software that supports visually impaired people to navigate computers, and speech to text software which turns voice into written text. More familiar examples to most include the growing range of mainstream mobile solutions available via apps on smartphones and tablet devices which can support everything from personal navigation (map apps), organisation (calendar/scheduling apps) and memory aids (to do apps). There are countless AT solutions to help with many different challenges and AT Hive aims to help you explore some of the more common ones.

If you are new to Assistive Technology (AT), think about the types of day to day tasks you may find challenging. An example of one of these challenges could involve reading. If so, would you consider a tool that reads out text from your Computer / Tablet / Smartphone to help you to read more quickly and effectively?

If you do want to explore reading tools then select the 'Reading' category below and see how you have both free and paid options to support your reading.

Equally you may find tasks concerning like organisation, collaboration or communication a challenge and there's plenty of tech examples in those AT Hive categories to help with those too so pick a category that fits your needs and get exploring. Many AT apps and devices provide support in multiple categories so you may come across the same tool twice as you explore all AT Hive has to offer.

Be aware - sometimes it can take a while to find an AT that matches your needs and that's perfectly normal. When you do find the right tool, it can then take time to build up familiarity with the AT and to make it part of your everyday life, so don't sweat it if it doesn't click right away.

Each section below offers some suggested tech tools to explore and each AT page has tips about the tool to give you further insights into using these technologies more effectively.

AT Hive's aim is to create awareness of the types of AT (free and unpaid) but ultimately, you should connect with the appropriate professionals in your education / work setting about Assistive Technology to get advice and support on accessing the right tools for your context.

If you want to explore other international and national resources concerning what AT is and the rights of people with disabilities concerning access to AT, check out the links below.

App: An application that is downloaded from an App Store (Google Play or the Apple App Store) on your mobile device.

Browser: A computer based tool that allows you to explore the Internet (e.g. Chrome, Edge, Safari, Firefox).

Closed Captions: one of a series of subtitles seen on a television programme or communication tool.

Desktop Computer: A Computer that is designed to sit on your desk. Not mobile like a Laptop.

Dictation: The same as speech to text - a technology that converts your voice into text.

In-built: A tool that comes as a standard part of a device or piece of software (Smartphone, Computer, Operating System).

MP3: A type of audio file that play sound like music or a voice.

OCR: Optical Character Recognition -a tool that can convert text in an image or handwriting and read it out loud.

Read Aloud: A technology that reads out text in a website, document or PDF.

Screen reader: is a form of assistive technology ( AT) that renders text and image content as speech or braille output.

Software: Programs that can be installed on your Computer/Laptop by downloading or by a CD.

Speech to Text: a technology that converts your voice into Text.

Text to Speech: a technology that reads out text in a website, document or PDF.

Transcribe: A copy of a source e.g. an audio recording that is converted into a written file.

AT Hive will continue to grow over time - hopefully with your help. If you have discovered a technology that you think would be useful to share with us and others just go to this webpage to find an AT Write up Word template. Fill in the template and send it to Trevor.Boland@ahead.ie for us to consider including it on AT Hive.

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There is currently a shortage of ISL Interpreters in Ireland: BA Degree in Deaf Studies

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AsIAm Is Ireland’s National Autism Charity. They work to create a society in which every autistic person is empowered to reach their own personal potential and fully participate in society. They believe that by developing the capacity of the autism community and addressing the societal barriers to inclusion we can make Ireland the world’s most autism-friendly country

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2023 will no doubt provide us with a variety of challenges on all different levels. Irrespective of the year challenges remain for all members of the Autism Community our advocates and supporters as we strive to ensure that all autistic people get the SAME CHANCE in life!

So, for 2023 Take on the 20 for 23 Challenge this year for AsIAm.

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Welcome to AsIAm. We are Ireland's National Autism Charity. How can we help you? Lets get you to the right place

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HSE Emotional Wellbeing Resources for Post Primary Teachers

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HSE Emotional Wellbeing Resources for Post Primary Teachers

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MindOut

MindOut is a Social and Emotional Wellbeing Programme for Senior Cycle students. It aims to enable students to achieve positive outcomes in school, work and life in general. The programme was revised in 2017 using up to date evidence and research along with feedback from teachers and students. MindOut is suitable for Transition Year or 5th year pupils and is designed to be implemented within a single 35-40 minute class period over 12 weeks, using interactive learning methods.

Irish manual available in 22/23

N.B. The Mindout programme materials are only available with training.

Teachers can attend either:

1 day in person training to support the delivery of the Mindout programme. This is suitable for all teachers. Book Here.

2 hour online training. This is only suitable for teachers experienced in teaching SPHE. Book Here.

Campaigns that promote mental health

HSE Mind Monsters is a mental health campaign for young people that focuses on relationships, body image, screen time, exams, stress and sleep.

HSE Little Things is a mental health campaign that focuses on little things we can do to protect our mental health and support the people we care about. Posters are available for Staff Rooms.

Suicide Prevention Training

The HSE National Office for Suicide Prevention works with the HSE Regional Resource Officers for Suicide Prevention to provide training in ASSIT and SafeTalk for teachers.

Referral pathways for Mental Health Services

The Child and Adolescent Mental Health Service (CAMHS) has set out a standard procedure for how children and young people are referred to CAMHS. For more information visit here.

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Emotional Wellbeing Resources for Post Primary School Teachers - HSE.ie

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MindOut is a Social and Emotional Wellbeing Programme for Senior Cycle students. It aims to enable students to achieve positive outcomes in school, work and life in general. The programme was revised in 2017 using up to date evidence and research along with feedback from teachers and students.

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SABAA Project - looking at Autism and Addictions

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SABAA Project - looking at Autism and Addictions

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Substance use, Alcohol and Behavioural Addictions in Autism (SABAA) project. - Drugs and Alcohol

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Irish drugs and alcohol research, data, policy and sources of evidence on prevention, treatment, rehabilitation, crime and consequences.

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A Report Prepared for Centre for Talented Youth - Ireland - June 2022

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A Report Prepared for Centre for Talented Youth - Ireland - June 2022

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Irish Gifted Students: Self, Social, and Academic Explorations | Centre for Talented Youth, Ireland

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A Report Prepared for Centre for Talented Youth - Ireland - June 2022

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When Bill Grundfest heard that his son's kindergarten class in Bel Air, Calif., would include a child with a cognitive disability, he was concerned. He worried that this child would take up all of the teacher's time, leaving the rest of the class twiddling their thumbs.

"In spite of good teachers being able to see out the backs of their heads, they only have a finite amount of time and energy," he says. "One expects a disabled child to need more time and energy than a nondisabled one, hence less time for everyone else."

In the tony Southern California school district, Grundfest kept his concern to himself, fearing that other parents would think him intolerant. But he fretted just the same, nervous that his son's education would be a watered-down version of what he had envisioned.

The history of inclusion

Grundfest is not alone in his concern, of course. Many parents fear the effects on their own kids when a child with a disability joins their classroom. Some worry that the teaching will be geared to slower learners, some are wary of potential behavior issues, and others think that the resources to teach students with learning problems would be better directed at those without disabilities.

Inclusion of children with disabilities in the classroom is nothing new - it's been around since 1975, when the Individuals With Disabilities Education Act (IDEA) was passed. The law calls for children with disabilities to be educated in the "least restrictive environment," opening the door for them to join general education classrooms in their neighborhood schools. In the almost 35 years since IDEA passed, more and more children with disabilities have been included in classrooms, but parental concerns about the education of typical students remains an issue.

What research says about inclusive classrooms

However, studies show that typical students do not suffer when there is a child with a disability in the classroom. Deb Staub, a social worker in Seattle, found in her research - "On Inclusion and the Other Kids: Here's What Research Shows so Far About Inclusion's Effect on Nondisabled Students," published by LeadScape - that the academic performance of typical students in an inclusive classroom was not adversely affected.

She points to a study that compared the instructional time in an inclusive classroom to that of a classroom without children with learning differences and found that the presence of students with severe disabilities had no effect on typical students. In fact, research has found that when children with disabilities are present in the classroom, all students benefit - both academically and in other ways that are harder to measure.

What inclusive classrooms do better ...

The inclusive edge

Academically, inclusive classrooms afford an obvious boon. Additional staff dedicated to kids with learning disabilities lowers the overall student-to-teacher ratio. Smaller groups and more individualized instruction (a necessity for children with disabilities) usually means a boost for everyone in the classroom.

Some of the adaptations made for children with disabilities may benefit other students as well. A PA system installed for a hearing-impaired student helps the entire class hear the teacher better. A visual schedule that outlines the day's plan turns out to be a great organizing tool for all students.

As for the harder-to-measure benefits, many parents report that their children enrolled in inclusive classrooms are more compassionate, have better social skills and higher self-esteem, and are more open to the needs of others. Staub's research found that typical children in inclusive classrooms exhibited increased patience with slower learners and more ease with people with disabilities.

An unlikely convert

Such studies confirm what Grundfest observed in his son. Not only did his son accept his classmate with the disability without hesitation, but the boys became friends as the year went on. "He seemed to completely understand this kid's limitations, but they were still buddies," says Grundfest. "He was experiencing people who are different without thinking that they are less."

"Our son seems to be growing up to be a kind and compassionate kid," he adds. "And I think having a classmate with a disability was part of helping him become that."

Grundfest, who like many adults did not go to school with children with disabilities, realizes that he had a vision of what his child's education would look like and was thrown by the reality. "We expect that world will repeat what we experienced as kids, and that's where we go wrong," he says. "They are not you, and the world is vastly different."

Seeing his son incorporate this classmate into his life with such little fanfare has turned Grundfest into an inclusion convert. "My views changed by learning from my own son," he says. "He had zero discomfort around his classmate. As the song says: 'You've got to be taught to hate and fear.'"

In an ironic twist, Grundfest now sees that he learned as much from the experience as his son did. "Someday I hope I can grow up to be like my kid," he says.
January, 2010

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When Bill Grundfest heard that his son's kindergarten class in Bel Air, Calif., would include a child with a cognitive disability, he was concerned. He worried that this child would take up all of the teacher's time, leaving the rest of the class twiddling their thumbs.

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Gov.ie Fees & Financial Support Ukraine Students 2023/24

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Gov.ie Fees & Financial Support Ukraine Students 2023/24

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Minister for Further and Higher Education, Research, Innovation and Science Simon Harris TD has confirmed the supports offered to Ukrainian students who commenced their studies last year will be extended to new entrants for the 2023/24 academic year. This includes payment of tuition fees in respect of full-time higher education, a financial stipend for qualified persons undertaking a full-time course in a publicly funded higher education institution (HEI) using the Erasmus national grant, and the bursary for qualified persons pursuing a post-leaving certificate course (PLC). The financial support rates are maintained at the same level as last year.

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Ukraine Student Fees and Financial Support Update

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Minister for Further and Higher Education, Research, Innovation and Science Simon Harris TD has confirmed the supports offered to Ukrainian students who commenced their studies last year will be extended to new entrants for the 2023/24 academic year.

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A trauma-informed classroom | Schools Hub | Jigsaw.ie

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In these videos, Cian and Jason discuss a trauma -informed classroom and how to respond when traumatic situations occur in schools.

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DE Adapting and Managing Successful Transitions

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DE Adapting and Managing Successful Transitions

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Adapting and Managing Successful Transitions

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Whole School Guidance in Ireland: Testing the Limits

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Whole School Guidance in Ireland: Testing the Limits

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It has been over 50 years since career guidance first emerged in the Irish secondary school system. Since then, Ireland has slowly developed a unique model of guidance - both holistic and integrated - which now has a more solid footing in schools. Lucy Hearne presents this "whole-school" guidance from her perspective as an experienced guidance counsellor and researcher.

The model of guidance in Ireland aims to encourage independence, responsibility and self-awareness in secondary school students and support them with their future career choices. Professionally trained guidance practitioners deliver guidance through a range of classroom-based and individualised one-to-one guidance activities. The practitioners are required to have both a professional guidance qualification and a teaching qualification.

The holistic element incorporates the three inter-related areas of a) personal and social guidance, b) educational guidance and c) career guidance. On the other hand, the integrated component means that guidance provision is now the responsibility of the "whole school community", and not just guidance practitioners working on their own. For example, curriculum subject teachers contribute also, e.g. support with student subject choices, work experience preparation and enhancing student wellbeing.

In addition to the school guidance programme, the "Well-being" programme, which was introduced in all secondary schools in 2017, aims to further address the complex psycho-social needs of students. Although it aligns very well with the holistic and integrated model of guidance, it has required school staff, including guidance practitioners, to re-imagine elements of the traditional curriculum and their professional engagement with students.

Challenges for the whole-school model of guidance

The COVID-19 pandemic has been an important turning point in the delivery of guidance to students. Activities that are normally delivered face to face were rapidly moved online, and guidance practitioners had to deal with a notable increase in psycho-social issues. Even before COVID-19, the limits of the holistic model were becoming apparent in schools, with some areas coming under pressure. In particular, the delivery of personal guidance support to students with complex personal needs has become more demanding, even though therapeutic support is not the remit of guidance practitioners.

Another challenge is the buy-in of all school staff in the delivery of the guidance and well-being programmes. This type of student support is a social activity that needs collegiality, support and trust amongst management, teachers and guidance practitioners. Otherwise, the aims of these two distinct programmes (guidance and well-being) are likely to become enmeshed and diluted, and individual roles and responsibilities become blurred.

Enablers of the whole-school model of guidance

The whole-school guidance model relies considerably on the unwavering commitment of guidance practitioners, but they only have so much in their reservoir. Certain conditions are needed for effective whole-school guidance:

the extent to which guidance is integrated into a wider set of curricular activities across all school years;

the space and time required to deliver holistic and equitable guidance to all students, not just particular year groups;

the status and resources afforded to guidance, allowing it a more centralised position within schools;

the level of continuous professional development opportunities for guidance and teaching staff working on such developmental programmes; and

appropriate referral routes, access to professional counselling, and other types of intervention services, which are not always readily accessible for practitioners or students in their immediate locality.

Conclusion

Whole-school guidance is more important than ever for young people. All school staff have a role to play in its provision, but the right conditions need to be in place to ensure its effective delivery.
Dr Lucy Hearne is a Lecturer in the School of Education and Lifelong Learning, Waterford Institute of Technology, Ireland. She is a qualified guidance counsellor with over 20 years' experience as a professional practitioner, third level educator and academic researcher. She has carried out research on guidance across different sectors in Ireland over the last number of years.

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Whole-school guidance in Irish secondary schools: testing the limits

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It has been over 50 years since career guidance first emerged in the Irish secondary school system. Since then, Ireland has slowly developed a unique model of guidance - both holistic and integrated - which now has a more solid footing in schools.

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Supporting Student with SEN with Transitions NCSE 2016

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Supporting Student with SEN with Transitions NCSE 2016

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Future Planning 2021/22 - Post-school Education Directory

Ability

What does the organisation do?
Support over 2,600 young people with disabilities aged between 15-29 years old in further education.

What support may they give me?
Focus on projects aimed at assisting young people in their transition from school to further education, training and employment.

Where are they located?
In 27 locations Nationwide.

How are they funded?
Funded through a grant awarded to Trinity Centre for People with Intellectual Disabilities [TCPID] by Social Innovation Fund Ireland [SIFI], The Education Fund [2017-2020]. https://www.pobal.ie/programmes/ability-programme/

Ahead

What does the organisation do?
Creates inclusive environments in education and employment for people with disabilities.

What support may they give me?
Provides information to students and graduates with disabilities, teachers, guidance counsellors and parents on disability issues in education.

Where are they located?
Nationwide

How are they funded?
An independent non-profit organisation https://www.ahead.ie/aboutus

What can I do for you? Disability Support in Higher and Further Education
https://youtu.be/hd9pLYjzumY

Better Options 2020: Student Panel
https://youtu.be/FYJKU6TqU8g

DARE you unlock new pathways to college? Access options to college in Ireland.
https://youtu.be/O_R_aLhrhs4

Technology is your Friend – Assistive Technology can be a long-term friend.
https://youtu.be/ZfJ336hXKGw

Making the most of college – Key tips on College life.
https://youtu.be/K-vR-Dwcb5U

Not sure what or where to go with your studies? Guidance on where to go.
https://youtu.be/f0Ojt7vyKUo

Careers Portal

What does the organisation do?
Selected Colleges Nationwide Student supports, going to college, and third level supports.

What support may they give me?
Online Resources

Where are they located?
Selected Colleges Nationwide

How are they funded?
Private Contractor https://careersportal.ie/index.php

College Connect

What does the organisation do?
A Higher Education Authority (HEA) funded three-year PATH 3 (Programme for Access to Higher Education) project. We aim to admit 400 students from specific target groups, who are under-represented in college

What support may they give me?
Four Irish higher education colleges are working together on the College Connect initiative.

Where are they located?
These colleges are in the Midlands, the East, and North Dublin – and are known collectively as MEND

How are they funded?
Funded by the Department of Education https://collegeconnect.ie/

Disability Access Route to Education

What does the organisation do?
A third level alternative admissions scheme for school leavers whose disabilities have had a negative impact on their second level education.

What support may they give me?
This site will give you all the information you need to make an application.

Where are they located?
Select Colleges Nationwide

How are they funded?
Funded Department of Education https://accesscollege.ie/dare/

Down Syndrome Ireland

What does the organisation do?
Down Syndrome Ireland Adult Education Programme.

What support may they give me?
Focused on students’ literacy skills.

Where are they located?
Various Locations

How are they funded?</br /> Charity

Education and Training Boards (ETBs)

What does the organisation do?
Provide further education colleges and a range of adult and further education centres.

What support may they give me?
Deliver education and training programmes.

Where are they located?
Nationwide with 16 ETBs.

How are they funded?
Funded by https://www.etbi.ie/about-etbi

Further Education and Training (FET)

What does the organisation do?
Offers a wide variety of lifelong education options to anyone over 16 years of age.

What support may they give me?
Apprenticeships, traineeships, post leaving certificate (PLC) courses, community and adult education, as well as core literacy and numeracy services. FET courses are provided at Levels 1 to 6 on the National Framework of Qualification (NFQ).

Where are they located?
Nationwide

How are they funded?
Funded by Department of Education https://www.education.ie/en/the-education-system/further-education-training/

Further Education Support Service

What does the organisation do?
A full-time, year-round consultancy service operating through the Education and Training Boards (ETBs).

What support may they give me?
Support for ETB providers to create student supports.

Where are they located?
Five centres Nationwide

How are they funded?
Funded by the Department of Education and Skills. https://www.fess.ie/about-us/about-the-support-service

Higher Education Authority (HEA)

What does the organisation do?
Provides funding for students with disabilities to assist in attending further and higher education institutions

What support may they give me?
The authority that oversees that students with disabilities have the necessary assistance and equipment to enable them access, fully participate in and successfully complete their chosen course of study.

Where are they located?
Nationwide

How are they funded?
Funded by Department of Further and Higher Education, Research, Innovation and Science. https://hea.ie/funding-governance-performance/funding/student-finance/fund-for-students-with-disabilities/

INHEF

What does the organisation do?
A national interest group comprised of representatives of higher education providers who offer programmes of inclusive education to learners with intellectual disabilities in Ireland.

What support may they give me?
A forum to provide meaningful education programmes and outcomes for people with intellectual disabilities in Ireland.

Where are they located?
Select Third Level Institutions

How are they funded?
Funded through a grant awarded to Trinity Centre for People with Intellectual Disabilities [TCPID] by Social Innovation Fund Ireland [SIFI], The Education Fund [2017-2020]. http://inhef.ie/about/

Inspired

What does the organisation do?
Began in 2014 by a group of parents of adults with ID who were seeking an alternative to traditional post-secondary institutional settings

What support may they give me?
Inspired provides education, employment opportunities and community participation opportunities for adults with learning disabilities (LD).

Where are they located?
Initially, the organisation was funded entirely from the fundraising initiatives of the parents; now it is part-funded by the European Social Fund and the Health Service Executive.

How are they funded?</br /> Located in County Kerry

Latch On (Down Syndrome Ireland)

Literacy & Technology Hands-On is a two-year literacy programme for adults with Down syndrome, which provides opportunities for adults to commence and continue their literacy development. Latch-On was developed at the University of Queensland, Australia and is now taught in centres across Ireland, for two days a week over two years.

NALA

What does the organisation do?
An independent charity helping with literacy

What support may they give me?
Access to literacy and numeracy learning opportunities

Where are they located?
Nationwide

How are they funded?
Co-funded by the Irish Government and the European Social Fund (ESF) as part of the ESF Programme for Employability, Inclusion and Learning 2014-2020 https://www.nala.ie/

National Centre for Guidance in Education (NCGE)

What does the organisation do?
An agency of the Department of Education with responsibility to support and develop guidance practice in all areas of education and to inform the policy of the in the field of guidance.

What support may they give me?
Guidance policy and how it involves the student with disability.

Where are they located?
Nationwide

How are they funded?
Funded by Department of Education https://www.ncge.ie/about-us

National Learning Network (NLN)

What does the organisation do?
Provide a range of flexible training courses.

What support may they give me?
Individualised supports for individuals in further education.

Where are they located?
Nationwide 41 centres.

How are they funded?
Funded by https://www.rehab.ie/national-learning-network/

One Step Up

What does the organisation do?
One Step Up signposts thousands of people in Ireland every year towards accessing their education and training options by freely providing information

What support may they give me?
A resource of Aontas to discover Nationwide supports

Where are they located?
Multiple locations Nationwide

How are they funded?
Funded by https://www.onestepup.ie/information-booklet/funding/

Post Leaving Cert (PLC) Courses Ireland

What does the organisation do?
PLC Courses and Further Education in Ireland

What support may they give me?
Online resource to locate courses.

Where are they located?
Nationwide

How are they funded?
Funded by https://www.plccourses.ie/

Quality and Qualifications Ireland

What does the organisation do?
QQI (Quality and Qualifications Ireland) is an independent State agency

What support may they give me?
Promoting quality and accountability in education and training services in Ireland.

Where are they located?
Nationwide

How are they funded?
Funded by the Department of Education https://www.qqi.ie/

Qualifax, The National Learners' Database

What does the organisation do?
Ireland’s National Learners’ Database and is the “one stop shop” for learners and the public.

What support may they give me?
Online resource for students, jobseekers, parents, guidance professionals and graduates to make informed choices for education, training and career pathways.

Where are they located?
Nationwide

How are they funded?
Funded by Department of Education https://www.qualifax.ie/

Skillnet Ireland

What does the organisation do?
Skillnet Ireland is national agency responsible for the promotion and facilitation of workforce learning in Ireland.

What support may they give me?
Funding for learning networks that provide subsidised training to companies and employees, and free training to job-seekers, through a number of key programmes

Where are they located?
Nationwide

How are they funded?
Funded from the National Training Fund (NTF) through the Department of Education and Skills (DES) https://www.skillnetireland.ie/

SOLAS

What does the organisation do?
Funds the Education and Training Boards (ETBs) and other bodies engaged in the provision of further education and training programmes.

What support may they give me?
Administers the Irish apprenticeship system and has oversight of further education and training programmes.

Where are they located?
Nationwide

How are they funded?
Co-funded by the Irish Government, the European Social Fund (ESF) and the Youth Employment Initiative (YEI) https://www.solas.ie/

Springboard

What does the organisation do?
Provides free higher education places for unemployed people.

What support may they give me?
Option for a person to keep their Social welfare payment for as long are they are entitled to it while they are participating on a Springboard course.

Where are they located?
Nationwide

How are they funded?
Funded www.springboardcourses.ie

Spun Out

What does the organisation do?
Where young people aged between 16 and 25 are empowered with the information they need to live active, happy, and healthy lives.

What support may they give me?
College supports for people with disability on the website.

Where are they located?
Online Resource

How are they funded?
Funded by HSE & Pobal https://spunout.ie/search/results?q=Disability

The Right Course

What does the organisation do?
Your one-stop-shop for finding out the opportunities available to you or your employee.

What support may they give me?
A range of options/courses for anyone who is considering their next step in life, at any time in their lives.

Where are they located?
Online Resource Nationwide

How are they funded?</br /> Government Funded

Training Options / Disability Activation Project (DACT)

What does the organisation do?
For people with a disability, 16 to 65 years of age, in receipt of disability/illness welfare

What support may they give me?
Throught the Irish Congress of Trade Unions Training options explored.

Where are they located?
Nationwide

How are they funded?
Funded by the European Social Fund (ESF) and the Department of Social Protection (DSP) and is targeted at the Border, Midlands and Western region (BMW). https://www.ictu.ie/projects/training-options-disability-activation-project-dact/

Tús

What does the organisation do?
A community work placement scheme providing short-term working opportunities for unemployed people.

What support may they give me?
Work opportunities through community and voluntary organisations in both urban and rural areas.

Where are they located?
Nationwide

How are they funded?
The Tús initiative is managed by The LDCs and Údarás na Gaeltachta for DEASP. https://www.citizensinformation.ie/en/employment/unemployment_and_redundancy/employment_support_schemes/tus.html#

Universal Design for Learning

What does the organisation do?
Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn, including Students with Disabilities.

What support may they give me?
Aims to improve the educational experience of all students by introducing more flexible methods of teaching, assessment and service provision to cater for different styles of learners.

Where are they located?
Various institutions Nationwide

How are they funded?
Funded by https://www.ahead.ie/udl-framework

Youth Guarantee

What does the organisation do?
Offers a young person aged 18 to 24 a job, work experience, apprenticeship, training or combined work and training within a defined period of time after leaving school or becoming unemployed.

What support may they give me?
Offered to young people within 4 months of becoming unemployed.

Where are they located?
Nationwide

How are they funded?
Funded by multiple Government Departments https://www.youth.ie/articles/equality-inclusion-and-intercultural-resources/

Youthreach

What does the organisation do?
Provides two years integrated education, training and work experience

What support may they give me?
For unemployed early school leavers without any qualifications or vocational training who are between 15 and 20 years of age

Where are they located?
Nationwide there are almost 6,000 places available provided by ETBs in over 100 Youthreach centres.

How are they funded?
Funded by https://www.education.ie/en/Learners/Information/Youthreach/

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Post-school Options - Education - Inclusion Ireland

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Video: Third Level Education Options for People with an Intellectual Disability A presentation by Des Aston from the Trinity Centre for People with Intellectual Disability on third level options. Speakers from five of the programs from the Inclusive National Higher Education Forum also present.

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Dyslexia Association Ireland | Supporting Children & Adults with Dyslexia

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Our vision is a dyslexia friendly society. Where everyone with dyslexia is enabled to fulfil their potential.

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Number 22 of 2000

EDUCATION (WELFARE) ACT, 2000

ARRANGEMENT OF SECTIONS

SCHEDULE

Number 22 of 2000

EDUCATION (WELFARE) ACT, 2000

AN ACT TO PROVIDE FOR THE ENTITLEMENT OF EVERY CHILD IN THE STATE TO A CERTAIN MINIMUM EDUCATION, AND, FOR THAT PURPOSE, TO PROVIDE FOR THE REGISTRATION OF CHILDREN RECEIVING EDUCATION IN PLACES OTHER THAN RECOGNISED SCHOOLS, THE COMPULSORY ATTENDANCE OF CERTAIN CHILDREN AT RECOGNISED SCHOOLS, THE ESTABLISHMENT OF A BODY, TO BE KNOWN AS THE NATIONAL EDUCATIONAL WELFARE BOARD OR, IN THE IRISH LANGUAGE, AN BORD N?ISIÚNTA LEASA OIDEACHAIS, THE COORDINATION OF ITS ACTIVITIES AND THOSE OF CERTAIN OTHER PERSONS IN SO FAR AS THEY RELATE TO MATTERS CONNECTED WITH SCHOOL ATTENDANCE, THE IDENTIFICATION OF THE CAUSES OF NON-ATTENDANCE ON THE PART OF CERTAIN STUDENTS AND THE ADOPTION OF MEASURES FOR ITS PREVENTION, TO REPEAL THE SCHOOL ATTENDANCE ACTS, 1926 TO 1967, TO PERMIT THE SUPPLY OF DATA RELATING TO A PERSON'S EDUCATIONAL HISTORY TO CERTAIN PERSONS, TO PROVIDE FOR THE AMENDMENT OF THE PROTECTION OF YOUNG PERSONS (EMPLOYMENT) ACT, 1996, AND TO PROVIDE FOR MATTERS CONNECTED THEREWITH. [5 th July, 2000]

BE IT ENACTED BY THE OIREACHTAS AS FOLLOWS:

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irish statute book; irish legislation; acts; statutory instruments; constitution

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Number 22 of 2000 EDUCATION (WELFARE) ACT, 2000 ARRANGEMENT OF SECTIONS SCHEDULE Number 22 of 2000 EDUCATION (WELFARE) ACT, 2000 AN ACT TO PROVIDE FOR THE ENTITLEMENT OF EVERY CHILD IN THE STATE TO A CERTAIN MINIMUM EDUCATION, AND, FOR THAT PURPOSE, TO PROVIDE FOR THE REGISTRATION OF CHILDREN RECEIVING

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Supporting students with Down Syndrome in Special Schools

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Supporting students with Down Syndrome in Special Schools

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Self Employment Options for People with Disabilities: Brothers of Charity

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Self Employment Options for People with Disabilities: Brothers of Charity

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PDST: Supporting Literacy in EAL Learners

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PDST: Supporting Literacy in EAL Learners

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EAL learners spend most of their time in mainstream classes.

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The assistive technology grant provides funding to schools towards the cost of computers and specialist equipment for educational purposes.

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Services and advice for families to make a smooth transition into higher education

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What is Expected of you at College?

Learning at University or College will likely appear to be quite different to what you might be accustomed to at primary or secondary school. You might hear from lecturers and tutors that you need to engage in 'self-directed' or 'independent' learning. Whilst this might seem initially daunting or an unusual way to learn - many students might find this to be a more enjoyable experience as it can provide a platform for students to pursue their interests.

Making the transition into this new way of learning takes time, and this includes giving yourself time to learn as a University or College student. This article will set out what might be expected of you, what the pace of college life might look like, what your course workload will look like in practice and how to manage the feeling of being overwhelmed by college life.

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Autism Friendly HEI - The Autistic Guide to Starting College

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Learning at University or College will likely appear to be quite different to what you might be accustomed to at primary or secondary school. You might hear from lecturers and tutors that you need to engage in 'self-directed' or 'independent' learning.

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National Framework for Children and Young People's Participation in Decision-making

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Parliamentary Question 2022 Supporting Mental Health

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Parliamentary Question 2022 Supporting Mental Health

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Citizens Information Booklet

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HEA Graduate Outcomes and Socio Economic Status Report 2023

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HEA Graduate Outcomes and Socio Economic Status Report 2023

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The HEA today published a report on the findings of Graduate Outcomes for Various Socio-Economic Groups. A range of groups have been illustrated in the group such as those designated affluent and disadvantaged. These are defined by attaching a Deprivation Index Score which is outlined below. These have been linked to the Graduate Outcomes Survey report to track their progress post-graduation.

The analysis in this report is obtained by linking the HEA Graduate Outcomes Survey Class of 2020 data with graduate Deprivation Index Scores (DIS). (See notes)

The main findings in this report are as follows:

1. Overall, almost one in five graduates from the class of 2020 were from affluent backgrounds while fewer than one in 10 were from disadvantaged backgrounds.

2. The overall average deprivation index score was 2.3. Across degree levels, those graduating with an undergraduate degree were from less affluent areas (1.8) than those graduating with a postgraduate degree (3.7).

3. On average female graduates were less affluent than males, albeit the gap was relatively small between the two groups (2.1 versus 2.5). This holds true for those graduating with an undergraduate and a postgraduate degree.

4. One in four Social Sciences, Journalism & Information graduates were from affluent backgrounds, while the average DIS was 3.6. In contrast, there was an equal proportion of Services graduates from disadvantaged/marginally below average backgrounds as there was from affluent/marginally above average backgrounds. At 14%, Services had the highest share of graduates from disadvantaged backgrounds.

5. Overall, 67% of graduates were in full-time employment nine months after graduation with a further 6% in part-time employment. Little variation between DIS groups in terms of employment levels is observed. At 17%, affluent graduates have the highest proportion pursuing further studies, compared to 15% across all DIS groups and just 13% for disadvantaged graduates. Disadvantaged graduates report the largest share of unemployed graduates (9%), while affluent graduates report the lowest share (6%).

6. Human Health and Social Work Activities was the largest sector of employment (17%) followed by Education (16%) and Financial, Insurance and Real Estate Activities (13%). A relatively large proportion of affluent graduate's work in Financial, Insurance and Real Estate Activities (17%) and ICT (9%) compared to the overall average.

7. 56% of working graduates reported working in Professional occupations. The share of affluent graduates working in Professional occupations was largest at 60% and lowest for disadvantaged graduates at 51%. This difference is largely explained by the fact that a larger share of disadvantaged graduates work in Sales and Customer Service (10%) and Caring, Leisure and Other Service occupations (7%) than the overall average.

Chairperson of the HEA, Michael Horgan, said:

' I welcome today's announcement of the release of the Graduate Outcomes Survey and Socio-Economic report. This report adds to the evidence base of tracking the post-graduation progress of various socio-economic groups as per the National Access Plan, 2022 - 2028. We look forward to tracking these groups over the coming years and to seeing increasingly stronger outcomes for all our graduates'.
NOTES: Background
The analysis in this report is obtained by linking the HEA Graduate Outcomes Survey Class of 2020 data with graduate Deprivation Index Scores (DIS).

Deprivation Index Scores measure the relative affluence or deprivation of a particular geographical area. This uses data from the 2016 Census, and is measured right down to street level, based on small-area statistics (on average, 80-100 households). Ten key indicators are included in the calculation of this measure (e.g., proportion of skilled professionals, employment levels, education levels).

The Graduate Outcomes Survey is a national survey, conducted annually, and distributed to graduates of higher education institutions (HEIs), nine months after graduation. The response rate to the 2020 survey was approximately 50%, with just under 30,000 graduates providing detailed information on their main graduate destination nine months after graduation.

This analysis is limited to Irish domiciled graduates only, as DIS information is not available for graduates with a home address outside of Ireland. Removing non-Irish domiciled graduates reduced the sample to 25,531. Of the remaining sample, DIS coverage stood at just over 88%, providing a final analytical sample of 22,401 graduates.

The analytical sample may vary throughout the chapters in the report depending on the response rate to specific questions. For example, while 22,401 graduates provided information on their main graduate destination (Chapter 3 & 4), only 11,463 provided information on their salary (chapter 5). While salary will not be relevant for some graduates that are pursuing further education, or those who are unemployed, some that are in employment may respond "prefer not to say".
Structure of Report
The report is available in the form of an interactive, digital report, published on the HEA website. This includes the use of interactive tables facilitating more detailed analyses.

Link to interactive, digital report: https://hea.ie/statistics/graduate-outcomes-data-and-reports/graduate-outcomes-for-access-groups/2-foreword-gosdis-2020/

Readers can browse and explore data under the following chapter headings:

2.Introduction

3. Graduate Profile

4. Main Graduate Destination

4. Employment details

5. Earnings Analysis

6. Further information

This chapter gives contact details for those seeking further information.

This report will be released on 16 February 2023. Please address any queries to statistics@hea.ie and access@hea.ie.

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HEA publishes Graduate Outcomes and Socio-Economic Status Report | Higher Education Authority

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Irish Human Rights and Equality Commission IHREC

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Irish Human Rights and Equality Commission IHREC

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The purpose is to promote and protect human rights and equality in Ireland and build a culture of respect for human rights, equality and intercultural understanding in the State.

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The Irish Human Rights and Equality Commission

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The Irish Human Rights and Equality Commission

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Irish Refugee Council Re Ukrainian Students

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Irish Refugee Council Re Ukrainian Students

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11 September 2023 Confirmation received from the Department of Further and Higher Education, Research, Innovation & Science (DFHERIS) regarding financial support for Ukrainian students and Beneficiaries of Temporary Protection. Further information can be found here -  Update from t…

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School education plays a fundamental role in promoting youth participation and helping students build confidence in their impact on the world in which they live. This tutorial will explore some helpful resources on how to facilitate active citizenship in the classroom.

Understanding youth participation

Youth participation is how young people engage with institutions and become involved with the decision-making process behind issues that impact their future. According to Voices of Youth, youth participation is a giant umbrella covering all forms of advocacy. Moreover, engagement has different degrees of participation, as illustrated by Roger Hart's model of the ladder of children's participation.
Illustration of the Ladder of Children's Participation from Hart's essay Children's Participation: From Tokenism to Citizenship
Despite participation being a fundamental right and a top-priority area of the EU agenda on youth, Petr Franc, Board Member at OBESSU, observed that some children and youth groups are not inclined to take part in policymaking processes. Is it possible that a limited understanding of socio-political dynamics deters young people's involvement?

Why is it important to actively engage young people?

The promotion of citizenship education has recently gained prominence, as a result of increasingly widespread socio-economic issues and a lack of trust in democratic processes.

The Eurydice report on Citizenship Education at School in Europe (2018) underscores the fundamental role played by civic education in enabling student agency and preparing students for their role as active citizens, and explains how this can be achieved through curriculum and content organisation.

By the same token, the CIDREE Yearbook 2019 shows that a student voice approach can more effectively support young people in becoming active learners, compared to a teacher-directed approach. Students who have agency in their learning are more motivated and have greater satisfaction in their studies. Moreover, their renewed confidence in having their voice heard will likely lead them to have a greater impact on political developments in their communities.

Promoting youth participation in your classroom

The American Library Association highlights that 'student agency is not something that can be provided in small doses and only during set lessons in the week.... Enabling student agency requires that it pervade every aspect of each student's experience.' To avoid overloading your courses, you might want to consider introducing a culture of democracy throughout the curriculum, teaching and management - following the example of these schools in Turkey - rather than simply training about governance, politics and democracy. Other examples of young European citizens in action demonstrate the benefits of including democratic participation in the classroom.

In this webinar, Isabelle De Coster discusses innovative pedagogies that encourage the development of social and civic competences, and promote equity, social cohesion, and active citizenship.

Tools to bolster active citizenship

Both School Education Gateway and the European Year of Youth 2022 platform have various resources on citizenship education and cover different elements of the topic. WeAreEurope outlined a Framework for the Key Citizenship Competences (2016) to analyse the Citizenship Education approaches in the EU Member States' official curricula and identify the most significant competences of EU citizenship. Furthermore, as children and students are regarded as agents of social change, the FS2C project consortium designed a practical handbook (2014) to help teachers advise their students in their activities outside the classroom, conforming with the Child-to-Child approach.

In addition, the toolkit for Youth Participation in the Just Transition Fund (2021) offers advice on how to meaningfully engage young people, along with illustrating concrete methods and techniques to enable youth participation. Engaging ideas on how to engage and educate primary or secondary school pupils can also be found at the EU Learning Corner.

In this webinar on educational activism, Rares Voicu - an activist for school students and Board Member at OBESSU - provides insights on how teachers can empower young people to speak their minds and fight for their rights, be it at a political level or at a school decision-making level.

Ready to bring citizenship education to your classroom?
Further resources: https://www.schooleducationgateway.eu/en/pub/teacher_academy/webinars/how-teachers-empower-students.htm https://erasmus-plus.ec.europa.eu/programme-guide/part-b/key-action-1/youth-participation https://www.schooleducationgateway.eu/en/pub/teacher_academy/teaching_materials/scale-of-reference-for-partici.htm https://www.schooleducationgateway.eu/en/pub/latest/practices/debateville-ket-en-co.htm https://www.schooleducationgateway.eu/en/pub/latest/news/jean-monnet-for-schools.htm

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How can school education encourage youth participation?

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School education plays a fundamental role in promoting youth participation and helping students build confidence in their impact on the world in which they live. This tutorial will explore some helpful resources on how to facilitate active citizenship in the classroom.

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NCSE: A Checklist for Inclusion of Students with SEN/AEN

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NCSE: A Checklist for Inclusion of Students with SEN/AEN

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Student Support Teams in Post Primary Schools 2021

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