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Gov: Work Supports if you have a disability

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Gov: Work Supports if you have a disability

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Get work supports if you have a disability

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If you have a disability and want to start work, return to work or continue in work, there are a range of supports available to you.

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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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Aspire Ireland: Supporting Autistic People to gain self independence 

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Aspire Ireland: Supporting Autistic People to gain self independence 

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Skip to content

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Skip to content We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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This page contains a list of entitlements which may be available for people with Autism and their carers.

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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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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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SOAR for Access Program: Increasing HE Participation

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SOAR for Access Program: Increasing HE Participation

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SOAR for Access Program | Increasing Higher Education Participation

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Gov.ie: Co-ordination of Traveller Education

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Gov.ie: Co-ordination of Traveller Education

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The strategy takes a whole of Government approach to improving the lives of Travellers and Roma in Ireland in practical and tangible ways. Departments have worked together to identify actions that can be taken to bring about a real improvement in the quality of life for Travellers and Roma. It is also aims to improve public service engagement with Traveller and Roma communities in Ireland. There are 149 actions in the strategy covering the themes of Cultural Identity, Education, Employment and Traveller Economy, Children and Youth, Health, Gender Equality, Anti-discrimination and Equality, Public Services, Accommodation and Traveller and Roma Communities.

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The strategy takes a whole of Government approach to improving the lives of Travellers and Roma in Ireland in practical and tangible ways. Departments have worked together to identify actions that can be taken to bring about a real improvement in the quality of life for Travellers and Roma.

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Traveller children have the same rights to education as settled children. They are also subject to the same rules on school attendance.

A Traveller child can access additional learning supports in primary school and supports in post-primary school if there is an identified educational need.

Travellers were formally recognised as a distinct ethnic group within the Irish State in March 2017. The National Traveller and Roma Inclusion Strategy 2017-2021(pdf) is a cross-Departmental initiative to improve the lives of the Traveller and Roma communities in Ireland. The Department of Education, Tusla and Traveller Representative Groups collaborate on education related measures proposed in the strategy, to improve Traveller engagement with education.

Co-ordination of Traveller education

The Advisory Committee on Traveller Education published a Report and Recommendations for a Traveller Education Strategy (pdf). A key objective of the report was the phasing out of segregated Traveller provision and the inclusion of Traveller children and young people in mainstream education.

Guidelines on Traveller education in primary schools and post-primary schools are available from the Department of Education.

The Department of Education is responsible for the co-ordination of Traveller education at primary and post primary level.

The Department of Further and Higher Education is responsible for Traveller education at further education and higher education.

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This document provides information on the arrangements in place for the education of Traveller children

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PATH: Planning Alternative Tomorrows with Hope

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PATH: Planning Alternative Tomorrows with Hope

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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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Sample Template in supporting student voice with decision making

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Sample Template in supporting student voice with decision making

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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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Educoot Education Resources for literacy, numeracy, digital literacy, life skills, employment skills

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Educoot Education Resources for literacy, numeracy, digital literacy, life skills, employment skills

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Educoot Education Resources for literacy, numeracy, digital literacy, life skills, employment skills & more

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Resources are available for Literacy, Numeracy, Digital Literacy, Life Skills, Employment Skills & more!

Levels available are: Beginners, Level 1, Level 2, Level 3 and Level 4.

Relevant Resources!

The resources and educational materials are:

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Educoot Education Resources for literacy, numeracy, digital literacy, life skills, employment skills & more

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Educoot - educational books and resources for adult education, workbooks and worksheets for adult literacy, numeracy, digital literacy, life skills, employment skills, technology enhanced learning, TEL resources

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NCSE Post Primary to FE, Employment and Training

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NCSE Post Primary to FE, Employment and Training

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Transition planning is important to prepare students for further education settings. For students with more enduring needs, it is essential to engage in this planning process well in advance of transfer. This will usually involve consultation with the student, their parents and relevant external professionals.

A number of resources are available to support schools in planning for effective transitions.
Supporting Students with Special Educational Needs to make Successful Transitions - Guidelines for Schools (NCSE, 2016) Planning for Life After School Guidelines for Students with Special Educational Needs and their Parents/Guardians (NCSE, 2016) Moving to Further and Higher Education - An Exploration of the Experiences of Students with Special Educational Needs (NCSE, 2014)
The National Council for Special Education (NCSE) has published information pamphlets on the main post-school education and training options for people with disabilities.

The pamphlets cover:

Further Education and Training

Higher Education

Rehabilitative Training and Adult Day Services

People with a disability may have a difficulty getting clear information and advice on the post-school options and pathways that are available and appropriate for them. The aim of the leaflets is to give parents and students and other adults an overview of the range of post-school options and supports available and how to get the relevant details and guidance to inform individual choice.

The pamphlets are available for download below. Hard copies will be disseminated including all post primary and special schools. Hard Copies will also be available from NCSE offices.
Leaving School? Information on some Post-School Options for Rehabilitative Training and Adult Day Services Leaving School? Information on some Post-School Options for School Leavers and other Adults with Disabilities Further Education & Training Leaving School? Information on some Post-School Options for School Leavers and other Adults with Disabilities Higher Education

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Transition - Post-Primary to Further Education, Employment and Training

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Transition planning is important to prepare students for further education settings. For students with more enduring needs, it is essential to engage in this planning process well in advance of transfer. This will usually involve consultation with the student, their parents and relevant external professionals.

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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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ESRI: Study of the Costs of Participation in HE

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ESRI: Study of the Costs of Participation in HE

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ESRI: The Dynamics of Early School Leaving

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ESRI: The Dynamics of Early School Leaving

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Relaxation Techniques from the National Educational Psychological Service (NEPS) by Department of Education and Skills

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Have you been feeling anxious, worried or stressed lately? If so, this podcast might help. Find a quiet corner, get comfortable, press play and let a NEPS psychologist talk you through some relaxation techniques.

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NEPS Resource: Normalising Thoughts Feelings & Behaviours

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NEPS Resource: Normalising Thoughts Feelings & Behaviours

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Wellbeing Support for Ukrainian Students

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Wellbeing Support for Ukrainian Students

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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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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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Building relationships and resilience

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NEPS: Psychological First Aid for Ukraine Students

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NEPS: Psychological First Aid for Ukraine Students

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Look, Listen, Link

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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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Student Support Teams in Post Primary Schools 2021

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Student Support Teams in Post Primary Schools 2021

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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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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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Post School Options: Rehabilitative Training & Adult Day Services

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Post School Options: Rehabilitative Training & Adult Day Services

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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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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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Leaving School: A Guide to Transitioning

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Leaving School: A Guide to Transitioning

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A Guide to Transitioning to Adulthood for the Autistic Person

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A Guide to Transitioning to Adulthood for the Autistic Person

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Adult Day Sevice(s) HSE: School Leaver Referral

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Adult Day Sevice(s) HSE: School Leaver Referral

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Pilot Project Supporting School Leavers with Disabilities 2023

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Pilot Project Supporting School Leavers with Disabilities 2023

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The strategy is an opportunity to address the issues of concern to people with disabilities in a sustained way in key areas such as service provision, accommodation, health, employment, and education. The focus of the strategy includes not only those who are job-ready and have minimal or no support needs, but also those who, given the right supports, can work. A core feature of the strategy is to minimise people becoming jobless in the first case.

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Ministers Foley and Madigan announce pilot project to support young school leavers with disabilities

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The strategy is an opportunity to address the issues of concern to people with disabilities in a sustained way in key areas such as service provision, accommodation, health, employment, and education. The focus of the strategy includes not only those who are job-ready and have minimal or no support needs, but also those who, given the right supports, can work.

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Citizens Information SEN Links Post Primary

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Citizens Information SEN Links Post Primary

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This document describes post-primary education for students with disabilities.

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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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Post School Education & Training for Students with Disabilities

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Post School Education & Training for Students with Disabilities

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NCSE Information on Post School Options for Students with Disabilities (HE)

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NCSE Information on Post School Options for Students with Disabilities (HE)

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NCSE Information on Post School Options for Students with Disabilities (FET)

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NCSE Information on Post School Options for Students with Disabilities (FET)

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Caerus Education April 2021: Post School Options for People with Disabilities

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Caerus Education April 2021: Post School Options for People with Disabilities

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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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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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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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Appropriate Language Use for SEN/AEN students

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Appropriate Language Use for SEN/AEN students

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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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Supporting Culturally and Linguistically Diverse Learners

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Supporting Culturally and Linguistically Diverse Learners

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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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Centre for Deaf Studies - School of Linguistic, Speech and Communication Sciences - Trinity College Dublin

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You are here About > Centre for Deaf Studies

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Showing the diversity and variations of daily duties

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Council of Irish Sign Language Interpreters

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So you wanna be a Sign Language Interpreter?

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

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Guide to entitlements for people with disabilities

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Guide to entitlements for people with disabilities

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Citizens Information Booklet

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Education Matters: Student Voice, Including the Seldom Heard

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Education Matters: Student Voice, Including the Seldom Heard

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- By Denise Kelly

Student Voice is an area that is being highlighted by many schools at the moment.

Ireland ratified the United Nations Convention on the Rights of the Child in 1992, and it is fair to say that until recently schools in Ireland have largely met their obligations by ensuring they had a Student Council.

It is also fair to say that in many cases this was fairly tokenistic, with student councils comprising the more self-confident, articulate, high-achieving student-ambassadors.

This tokenism would have been highlighted if the operations and effectiveness of the Student Councils had been audited using the Lundy Model of Child Participation, so-called because its creator is Laura Lundy, Professor of International Children's Rights at the School of Education in Queen's University of Belfast.

Method of conceptualizing a child's right to participation

Lundy's model, detailed in a 2007 publication in the British Educational Journal, is core to the Irish National Children's Participation Strategy (2015), and has been adopted by international organizations such as the European Commission, UNICEF and global NGOs such as World Vision.

It provides a way of conceptualizing a child's right to participation, as laid down in Article 12 of the UN Convention on the Rights of the Child. It is intended to focus decision-makers on the distinct, albeit interrelated, elements of the provision. The four elements have a rational chronological order: space, voice, audience, influence.

Key components for implementation

The fact that Student Voice now appears to be attracting the attention it deserves may in part be explained by the imminent publication and implementation of a Parent and Student Charter, discussed elsewhere on the Education Matters site. Whatever the rationale for schools currently focusing on this area of school life, there are key components that ought to characterize its implementation.

The first four, as mentioned above, form the basis for Professor Lundy's model[1]:

Space: Children must be given safe, inclusive opportunities to form and express their views

Voice: Children must be facilitated to express their view

Audience: The view must be listened to

Influence: The view must be acted upon as appropriate

Adulteration

There are at least two other important elements to Student Voice. The first is what Dr. Paula Flynn, Assistant Professor in the Institute of Education, DCU calls eration. As well as drawing attention to the seldom-heard students in schools, this is the term Dr. Flynn uses to describe our unintentional tendency as teachers to impose an adult interpretation and language on student feedback from a consultation process.

The advice to schools is to avoid doing this by checking with students that what was heard and documented by the adults in the school was in fact what students said and meant.

Inclusiveness

The second additional critical element of Student Voice has to be the methodologies used to ensure that this essential feature of schooling is as inclusive as possible. Hearing the voices of the seldom-heard was never more important in our schools.

Even as I write, the Covid-19 crisis is forcing us to reflect on how inequitable distance learning is for some students in our society because of barriers to their learning. I'm not just referring to the frequently quoted lack of modern communication technology. Although this goes far beyond the question of whether disadvantaged students have access to a device.

The barriers are created by a cluttered interface, buttons and links that are too small, and other important navigability considerations that can render entire sites and functions unusable to a significant cohort of our children.

However, beyond the accessibility of technology, many of our young people already face other diverse barriers to learning such as economic deprivation, hunger, lack of facilities to accommodate their visual impairment or blindness, lack of sensibility to their sensory issues, or the fact they are non-verbal, creating learning environments which adversely affect concentration, placing demands on them without acknowledgment that they are carers to parents. The list is endless.

It is these same barriers to learning which affect the child's sense of self-esteem, self-confidence and self-efficacy. These are the very students whose voices need to be heard. However, theirs are often the voices most difficult to elicit.

Questionnaires - the need to plan them carefully

Well-intentioned schools are diving into the area of Student Voice by creating and distributing hastily devised questionnaires on topics as diverse as homework to healthy eating and how to make teaching and learning more engaging. However, there is much more to consider and plan for:
- What is it that we want to find out by consulting our students?
- How do we know we're asking the correct questions?
- Are we ready to hear things we may not like?
- Are we prepared to act on the feedback we receive?
- And critically, how do we ensure we are facilitating the voices of the seldom-heard?

All of these questions need to be answered in consultation with teachers and some also with students.

Student Voice Toolkit for Schools

The Department of Children and Youth Affairs (DCYA) toolkit for schools on Student Voice has ready-to-use templates for schools that want to start on the journey to embedding Student Voice in their culture. This is exactly how it needs to be approached. Student Voice should not be yet another 'initiative'. It needs to be part of 'what we do around here'.

The DCYA toolkit asks critical questions about the readiness of teachers for Student Voice. It also provides prompts for schools to use in each of the planning, implementation and evaluation phases of any Student Voice activity.

A common error

One of the most common errors that I have found in working with schools on Student Voice is that they are inadvertently failing to identify the shortcomings of questionnaires. It is easy to see how seductive a questionnaire is as a tool because it can be created for a mass audience and modern software allows for quick analysis.

However, when I ask a school staff group how they think the questionnaire will facilitate the voice of the child with dyslexia, or a young person with Autism for whom the questionnaire's design has not been audited for accessibility, or how accessible the school will make it for a young person who does not have Wi-Fi, they frequently admit that at least some of these are considerations they hadn't made.

Applying the Principles of Universal Design

We are thankfully becoming increasingly aware of how Universal Design for Learning (UDL) can positively influence planning, teaching, learning and assessment. The same principles can and should be applied to designing Student Voice consultation instruments.

It is only by carefully designing a range of methodologies - questionnaire, focus group questions, Diamond Ranking[2], visual, verbal or tactile cues and so on - that we become more successful in making student consultations available to the greatest range of students.

If we do this, we stand an improved chance that we will avoid segregating or stigmatizing users, provide for privacy and security of young people; provide choice, facilitate accuracy at the user's pace, provide appropriate prompting, and eliminate unnecessary complexity.

Let's spread the word!

Many readers will be familiar with the publication Cherishing All the Children Equally? Ireland 100 years on from the Easter Rising written by Emer Smyth, James Williams, Elizabeth Nixon and Dorothy Watson in 2016. It comes to the depressing conclusion that based on the evidence presented throughout the book, it would appear that the answer (to the question in the book's title) must be NO.

S chools around our country are keen to address the equality and equity questions. They are very open to hearing the messages articulated in this article and want to act on the suggestions offered here. Let's spread the word!

NOTES

[1] Readers are urged to research the Lundy model of Child Participation and the UN Convention on The Rights of the Child for a fuller nuanced rationale and explanation of the key elements listed here

[2] Diamond ranking (also known as " diamond 9's") is an activity that has been used in classrooms with students to - for example - explore and clarify their value positions, feelings and thoughts on a topic, and is usually carried out with pre‐written statements (Rockett and Percival, 2002)

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Student Voice: Including the Seldom Heard - Education Matters %

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Student Voice is an area that is being highlighted by many schools at the moment.

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Transition Stories of School Leavers with Intellectual Disabilities

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Transition Stories of School Leavers with Intellectual Disabilities

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"We want to work, we want to go out, we want to have a life. We want to be part of part of Ireland. But we're not. We're the invisible people. We're not seen. We're segregated. We're forgotten. We're the forgotten people of Ireland."

The words of Saoirse Smith, a 31-year-old comedian from Clontarf in Dublin who has cerebal palsy and uses a wheelchair.

She works full time and is a 'sit down' comedian, gigging in her spare time but many of the comedy nights are in old pub buildings, either in the cellar or upstairs with no lifts, forcing Saoirse to climb out of her wheelchair and use her hands and bum to negotiate the stairs.

"I have to go into buildings and crawl stairs and do all these things which I shouldn't have to do, but I do. and that's no fault of promoters, they're just renting a room. But there needs to be a renovation of these old buildings."

She goes on to specify that "Government needs to get on board and making buildings accessible, either old or new and there needs to be legislation." Inaccessible buildings stop artists with disabilities performing but also prevent audiences with disabilities enjoying it.

Saoirse Smith is a founder of Disability Power Ireland which campaigns for equal rights for people with disabilities

As if working full time and developing a comedy career isn't enough, Saoirse is also a founder of an organisation called Disability Power Ireland which campaigns for equal rights for people with disabilities but Saoirse doesn't let her disability get in her way.

Soairse's boyfriend, Ciaran who is able bodied, helps her and gives her a hug of encouragement as she goes up the two flights of stairs for a comedy gig.

Once she is up and back in her wheelchair she gets ready for the gig and nervously watches the other acts before her turn. The audience laugh as she tells them "I am a 'sit down' comedian, I wanted to be a 'stand up' but here we are."

After her set, she and Ciaran have a well-deserved pint to celebrate. They often find it difficult to go out to places together as many restaurants, bars and even shops are not accessible and or don't have disabled toilets.

Saoirse would like to move out of her parents house and live independently but like many young people, she worries she won't be able to afford it. She is working full time and for the first five years of her job she will continue to receive some State supports based on her salary, but she fears losing her medical card, which pays for her medication, and other supports she uses living with cerebal palsy.

"The fear is losing my medical card and .. that's the biggest fear for the majority of disabled people, it puts you off going to work because if you work you lose your benefits, you lose everything"

Padraic Moran spoke at a special sitting of the Oireachtas on access and support services for people with disabilities in 2018

Padraic Moran, who is 39 and from Bray, Co Wicklow, knows all about this, when he started working in 2014, he lost all his State supports immediately.

"Because you work in Ireland and pay tax, in the eyes of the country you are cured. When you want to be a better person, you want to contribute to society, it is like oh no well then you don't need any of this."

In 2018, he spoke at a special sitting of the Oireachtas on access and support services for people with disabilities as they move from education to employment and - alongside others - convinced politicians that people in employment needed continued support.

Within months the law was changed so those starting in employment would be assessed for disabilitiy allowance with reduced rates, their medical card could continue for three years and the travel pass for five years.

"People with impairments are not a big voting group so not a threat to any of the main Government parties"

While this new arrangement helps people with disabilities, it creates a situation where people with disabilities take on a job for three years and then leave to protect their benefits.

"They introduced a transition period of three years so you get to keep to all your entitlements and benefits and then you are cured. So what happens is that somebody goes to work for three years, they will have to leave their job, go back in the system and then find another job because it is not worth it for them to come off the support systems like social welfare.

"Essentially, what you are doing is putting people into a poverty trap because it is very hard to survive on any basic rate but with a disability."

While Padraic attempts to advocate for people with disabilities, he feels that legislation and attitudes are difficult to change in Government due to the fact that "people with impairments are not a big voting group so not a threat to any of the main Government parties because we can't go out on mass to protest for things to change."

He uses his profile as a former Paralympian in Boccia to campaign for change and to be a positive force for people with disabilities and is hoping to qualify for the Paris Paralympics next year.

Dylan Nelson is frustrated because he feels he is not able to live his life to the full

His team mate Dylan Nelson, is 29 years old and is also competing in international Boccia qualification events with the hope to get to Paris next year. Dylan works full time and commutes everyday on the bus.

He is ambitious and wants to climb the career ladder but worries that the unpredictability of his life will put his job at risk. He was issued with a new power wheelchair in 2020 which had only half the distance range compared to his previous one.

He often has to choose between working or doing sports or socialising: "So during work, just going out to get lunch with the only bits and pieces around the office, that's half my range gone. And then I drive up and back to a bus stop and get a bus and go home.... So when I get home, I'm in for the evening, which means I don't have a social life, I can't go out with friends"

He also thinks that because this wheelchair has lower power than his last one, it breaks down more often.

"As someone who wants to live an independent life, having to ring your manager and go, I can't come in today because effectively my legs have decided not to work - which is what my chair is, it's my legs. It's how I get around."

He believes he is disadvantaged because his life is limited to 7km a day.

"It's quite soul destroying because I worked for five years to get a job in the civil service, and now I'm struggling to keep that job because of my wheelchair breaking down. They changed the range of the chair without discussing with me before they put the funding through. It wasn't discussed. I now have a chair that's no use to me. "

Dylan is learning to drive a car as public transport is unreliable. Often he will be left waiting as a bus comes and goes because either there are two children's buggies in the wheelchair spaces and the bus driver will not ask them to vacate or the ramp is broken and he cannot get onto the bus.

"If I can't go on a bus because of a buggy in the wheelchair bay, that individual can take that buggy, fold it and put it to one side, whereas I can't fold this wheelchair... And what do I do? It's not just, 'oh he is delayed for 20 minutes'. We're in Ireland, so we are not sitting out in the sunshine. Could be raining, could be very cold, could be everything."

Dylan lives with his mother, father and brother in Drimnagh, south Dublin. His small bedroom is in an extension that was built for him when he was a child.

"That room was built when I was eight, so there's been no refiguring for my chair getting bigger, for me, needing more equipment, and there's just no room for more equipment."

He is on the emergency housing list for a council home but it is a long wait and until then he is frustrated at not being able to live his life to the full.

"I want all the things you can have in a normal life. A girlfriend, wife, a house. But at the moment, I can't seem actually happening because of the way the Government have set up the plan for people with disabilities."

Niamh Kilcawley eels that the government does not do enough for people with disabilities

Niamh Kilcawley, who is 16 years old and lives in Dungarvan, Co Waterford, also feels that the Government does not do enough for people with disabilities.

She went blind as a result of a brain tumour when she was nine years old. Suddenly plunged into darkness, she is struggling to learn Braille and to use other aids for those who are blind, alongside keeping up with all her other school work.

Last year in her Junior Certificate exams she was given a 'scribe' - this is a person who reads and writes her answers as dictated by Niamh. She only has the same extra ten minutes per hour given to anyone with a disability to complete these tests.

"But it's not enough time because I have to tell them what to write down. Then I have to get them to explain the question. I have to be able to picture that question in my head and what to write down. And then once they've written it, I have to go on to the next question. Think about that and those ten minutes are completely gone.

"I would love if there was an individual assessment on how much somebody might need, because everybody's needs are going to be different."

Despite her difficulties, she managed to to get the best results in her school. "The system isn't designed for me. I have to learn around it. So for me to be able to achieve as well or even better as anyone, I need to put in ten times hard work than they do."

"I'm not going to let my disability deter from the fact that what I want to do in life and what I like to do for fun."

Now in transition year, she is hoping the system might change before she does her Leaving Certificate.

"That is quite daunting because I only get ten minutes in English and History, full stop. Which I don't know how that makes me feel? It makes me feel very nervous and I don't know how that will work because that is incredibly not absolutely not enough time? And it's quite stressful."

As a latecomer to Braille and other tools for the blind she feels she will be at a disadvantage.

"I don't feel like it's a level playing field for myself and everyone and it's not fair. And I want the same opportunity as everybody else."

Last summer she and her mother went to the Dáil Éireann. "We have met with ministers, we have informed them about the situation. We haven't been aware of much change since then, which is unfortunate. I would love if progress happened as soon as possible because that needs to be changed for everyone, not just me," she said.

Niamh is determined to get to university and not to let her disability get in the way.

"College? We'll see how it goes. I think it will be a different experience for myself, going into a whole new world, me being independent, but I'm building my skills up to it. I'm becoming more independent as I get older and going out more with my friends and doing more social things. And shopping, because I love shopping.

"I'm not going to let my disability deter from the fact that what I want to do in life and what I like to do for fun."

Niamh says the only challenge she finds when out and about is other people not being aware of her disability

The only challenge she finds when out and about is other people not being aware of her disability.

"I have my cane. That is a visual way for people to know that I'm blind. Some people don't know what my cane is. Some people aren't educated about it, and I think that's something important that needs to be introduced into schools, rather than somebody staring at me with their mouth open. Because unfortunately, it does happen a lot.

"People walk in my way. They ignore the fact that I have a cane. And it's not only rude, but it's dangerous for myself and for them, because I'm going to walk into you, that's not my fault."

Niamh wore a body camera whilst walking around Blachardstown Shopping Centre to demonstrate for Prime Time and several distracted people nearly collide with her.

All four people who took us into their lives for this Prime Time film are incredibly positive people, giving their all into making Ireland a better place and yet they all feel they are treated as second class citizens.

"Everybody who's at home, I would just tell them that I want an equal chance in life and the same opportunities as everybody else... I need everybody to support me in being able to do that ... and just to be kind and be more aware of my situation and other people's situations", says Niamh.

"Don't think a disabled person can't do something, a disabled person can do anything they put their mind to so when you see a disabled person, offer help, have a conversation, don't be afraid to talk to them," says Dylan.

Padraic hopes that Ireland will get behind them.

"With the gay marriage referendum, Ireland galvanised to get something to change and it changed and rightly so, but unless something happens for people with disabilities ... it is always going to be this battle, it is never going to change."

Saoirse hopes that Disability Power Ireland will "raise awareness that we are just like everybody else and to show the world that we are just like you".

"We want to continue just being in society and to have a disability pride parade to celebrate different abilities because, why not? We celebrate everything else. Why not celebrate this?

"Being disabled isn't a bad thing you know, I wouldn't wish it upon anyone but I find that it is my environment that disables me more that my actual disability itself."

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'Forgotten people of Ireland' - Life with disability

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People with disabilities say society puts barriers in their way.

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

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National Strategy on Childrens and Young Peoples Participation in Decision Making 2015-2020

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National Strategy on Childrens and Young Peoples Participation in Decision Making 2015-2020

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The is most crucial part of the six-step process. This is where, individual teachers, subject departments and school leaders implement the agreed actions to bring about the desired improvement. This step will look different in every school and for evaluation.

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School Self-Evaluation - Six-step process

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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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National Council for Curriculum and Assessment (NCCA)

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Focus on Learning. Assessment at junior cycle places the student at the centre of the learning process allowing for new ways of learning and a broader range of…

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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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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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NCSE  Changing Schools Moving between Special and Mainstream settings

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NCSE  Changing Schools Moving between Special and Mainstream settings

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Changing school between mainstream and special school

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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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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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Managing Stress and Anxiety - A guide for pupils

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Managing Stress and Anxiety - A guide for pupils

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Managing Stress and Anxiety: A Guide for School Staff

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Managing Stress and Anxiety: A Guide for School Staff

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NEPS School Refusal Behavior Information for Teachersstaff

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The charity that supports people to achieve their personal best in the natural world of horses, horticulture and community

Having found an ideal location to move to, Festina Lente now faces its greatest challenge to date. To secure this new home, the Charity has to raise €3,000,000, and we need your help!

Click to learn more

Our Mission

Festina Lente provides a unique range of equestrian, horticultural, training, employment services and recreational events. Our mission is to empower people to achieve their personal best in the natural world of horses, horticulture and community. All of our activities place a strong emphasis on social inclusion, choice and personal development.

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You Can Support Us!

At the heart of the work of the Festina Lente, Equestrian Centre is the relationship between humans and horses and how they benefit people in so many ways. Festina Lente's approach to working with horses, such that their welfare is paramount, is an ongoing and evolving journey. Equine Welfare, excellent mental, emotional and physical health and well-being of our equine is vital to everyone at Festina Lente.

Learn more about Equine Welfare

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Festina Lente Charity | Equestrian Learning Centre

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The charity that supports people to achieve their personal best in the natural world of horses, horticulture and community Having found an ideal location to move to, Festina Lente now faces its greatest challenge to date. To secure this new home, the Charity has to raise €3,000,000, and we need your help!

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STAG Sandyford - TASK Education and Training

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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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NCCA Traveller Cuture and History Research Report Feb 2023

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NCCA Traveller Cuture and History Research Report Feb 2023

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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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Shelley Moore Transforming Inclusive Education

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Shelley Moore Transforming Inclusive Education

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Shelley Moore: Transforming Inclusive Education