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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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Oide Inclusion in Guidance Workshop 2023/24

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Oide Inclusion in Guidance Workshop 2023/24

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

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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: 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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Supporting Student with SEN with Transitions NCSE 2016

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Supporting Student with SEN with Transitions NCSE 2016

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Supporting Culturally and Linguistically Diverse Learners

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Supporting Culturally and Linguistically Diverse Learners

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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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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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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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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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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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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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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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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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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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NCGE-Supporting Students with Dyslexia (1)

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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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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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NCSE: Strategies for Learning and Teaching

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NCSE: Strategies for Learning and Teaching

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Strategies for Learning and Teaching | National Council for Special Education - CPD and In-School Support

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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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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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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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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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Supporting students with Down Syndrome in Special Schools

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Supporting students with Down Syndrome in Special Schools

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Information, help and advice for education professionals working with children and teenagers with Down syndrome

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Information, help and advice for education professionals working with children and teenagers with Down syndrome

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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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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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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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All Island Education Network, Videos to demonstrate scaffolding with EAL Learners

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All Island Education Network, Videos to demonstrate scaffolding with EAL Learners

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We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept", you consent to the use of ALL the cookies.

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All-Island Education Network The All-Island Education Network is an online community of practice created by Mother Tongues and Full Service Community Network for teachers (teaching 5 to 12 years old pupils) and practitioners in education settings North and South of the border interested in the themes of teaching EAL learners in the mainstream classroom, multilingual

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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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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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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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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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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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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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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:

# data[].attributes.attachment_link.keywords[]
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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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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Number 24 of 2004

EQUALITY ACT 2004

ARRANGEMENT OF SECTIONS

Amendments of Act of 1998 Referred to in Section 46

Number 24 of 2004

EQUALITY ACT 2004

AN ACT TO AMEND THE EMPLOYMENT EQUALITY ACT 1998, PENSIONS ACT 1990 AND EQUAL STATUS ACT 2000 FOR THE PURPOSE OF MAKING FURTHER AND BETTER PROVISION IN RELATION TO EQUALITY OF TREATMENT IN THE WORKPLACE AND ELSEWHERE; TO GIVE EFFECT TO COUNCIL DIRECTIVE 2000/43/EC OF 29 JUNE 2000 IMPLEMENTING THE PRINCIPLE OF EQUAL TREATMENT BETWEEN PERSONS IRRESPECTIVE OF RACIAL OR ETHNIC ORIGIN, COUNCIL DIRECTIVE 2000/78/EC OF 27 NOVEMBER 2000 ESTABLISHING A GENERAL FRAMEWORK FOR EQUAL TREATMENT IN EMPLOYMENT AND OCCUPATION AND DIRECTIVE 2002/73/EC OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL OF 23 SEPTEMBER 2002 AMENDING COUNCIL DIRECTIVE 76/207/EEC ON THE IMPLEMENTATION OF THE PRINCIPLE OF EQUAL TREATMENT FOR MEN AND WOMEN AS REGARDS ACCESS TO EMPLOYMENT, VOCATIONAL TRAINING AND PROMOTION, AND WORKING CONDITIONS; AND TO REVOKE IN PART AND ENACT IN RESPECT OF PROCEEDINGS UNDER THIS ACT THE EUROPEAN COMMUNITIES (BURDEN OF PROOF IN GENDER DISCRIMINATION CASES) REGULATIONS 2001, WHICH GAVE EFFECT TO COUNCIL DIRECTIVE 97/80/EC OF 15 DECEMBER 1997 ¹ ON THE BURDEN OF PROOF IN CASES OF DISCRIMINATION BASED ON SEX. [18 th July 2004]

BE IT ENACTED BY THE OIREACHTAS AS FOLLOWS:

¹ OJ No. L14, 20.01.1998, p.6

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

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Number 24 of 2004 EQUALITY ACT 2004 ARRANGEMENT OF SECTIONS Amendments of Act of 1998 Referred to in Section 46 Number 24 of 2004 EQUALITY ACT 2004 AN ACT TO AMEND THE EMPLOYMENT EQUALITY ACT 1998, PENSIONS ACT 1990 AND EQUAL STATUS ACT 2000 FOR THE PURPOSE OF MAKING FURTHER

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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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Wellbeing Policy Statement and Framework 2018-2023

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Wellbeing Policy Statement and Framework 2018-2023

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UNCRPD: United Nations Convention on the Rights of Persons with Disabilities

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UNCRPD: United Nations Convention on the Rights of Persons with Disabilities

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The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) is an international human rights treaty, which exists to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all disabled persons.

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The UNCRPD contains 50 Articles. Aside from provisions around definitions, principles and processes, the Convention contains 26 Articles covering all areas of life, from Health, Education and Employment to Equal Recognition before the Law, Freedom from Exploitation, Violence and Abuse, and Accessibility. The

The Convention also offers intersectional perspectives, in respect of women with disabilities and children with disabilities.

We have developed a series of in-depth papers on individual UNCRPD Articles. These papers detail the main data available relevant to specific Articles and provide an overview of key policies, programmes, services, supports and data that exist in the Irish context.

The Articles completed to date are:

Article 6: Women with disabilities

Article 7: Children with disabilities

Article 8: Awareness raising

Article 13: Access to Justice

Article 16: Freedom from exploitation, violence and abuse

Article 19; Living Independently and being included in the community

Article 21: Right to freedom of expression, opinion and access to information

Article 24: Education

Article 25: Health

Article 27: Employment and work

Article 28: Adequate standard of living and social protection

Article 31: Statistic and data collection

More Article review papers are being developed.

Reporting Mechanisms

Following the ratification of the Convention, a State Party must submit an initial Report to the Committee on the Rights of Persons with Disabilities within two years. The Committee may respond with a List of Issues based on the State Report. The final stage of the reporting cycle includes an interactive dialogue between the Committee and a delegation representing the State Party. This culminates in a report by the Committee entitled 'Concluding Observations'. This cycle is repeated every four year.

Article 33 of the UNCRPD requires that an independent mechanism be established to monitor the progress of Government in improving its laws, policies and essential services to ensure that people with disabilities enjoy the same human rights as everyone else. The Irish Human Rights and Equality Commission (IHREC) is the independent monitoring mechanism for Convention in Ireland.

Under the Assisted Decision-Making (Capacity) (Amendment) Act, the National Disability Authority will have a duty to provide information and statistics to IHREC to assist it in carrying out its monitoring role.

The Optional Protocol to the UNCRPD

The Optional Protocol to the UNCRPD is a side-agreement to the UN Convention on the Rights of Persons with Disabilities. It was adopted on 13 December 2006, and entered into force at the same time as its parent Convention on 3 May 2008. As of December 2021, it has 94 signatories and 100 state parties.

The Optional Protocol establishes an individual complaints mechanism for the UNCRDP. States Parties who ratify the Optional Protocol agree to recognise the competence of the Committee on the Rights of Persons with Disabilities to consider complaints from individuals or groups who claim their rights under the Convention have been violated. The Committee can request information from and make recommendations to a party. In addition, States Parties may permit the Committee to investigate, report on and make recommendations on "grave or systematic violations" of the Convention. States Parties may opt out of this latter obligation on signature or ratification.

As of August 2022, Ireland has not yet ratified the Optional Protocol to the UNCRPD.

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United Nations Convention on the Rights of Persons with Disabilities - National Disability Authority

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The UNCRPD contains 50 Articles. Aside from provisions around definitions, principles and processes, the Convention contains 26 Articles covering all areas of life, from Health, Education and Employment to Equal Recognition before the Law, Freedom from Exploitation, Violence and Abuse, and Accessibility.

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National Disability Inclusion Strategy 2017-2022

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National Disability Inclusion Strategy 2017-2022

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The National Disability Inclusion Strategy is a whole-of-Government approach to improving the lives of people with disabilities.

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National Disability Inclusion Strategy 2017-2022

The National Disability Inclusion Strategy (2017-2021) (NDIS), was launched in 2017 and was originally intended to run for five years until the end of 2021. It was later extended to 2022.

The Strategy is a whole-of-government approach to improving the lives of people with disabilities. It provides a significant framework for all activity across government departments and agencies. This supports progress in delivering on the obligations in the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) which was ratified in March 2018.

A revised version of the National Disability Inclusion Strategy was adopted by the minister of state with responsibility for disability in March 2020, following a mid-term review. This revised version of the strategy included 20 new actions, 35 modified actions and nine completed actions. Prior to the mid-term review, there were 114 actions contained in the Strategy. Between the new, modified and removed actions, there are now 125 actions across eight themes:

The Department of Children, Equality, Disability, Integration and Youth (DCEDIY) is the coordinating body for the National Disability Inclusion Strategy (as of October 2020).

Implementation of the Strategy is monitored by a Steering Group comprising of officials from all relevant departments, the Disability Stakeholders Group, and representatives of the National Disability Authority. The Steering group meets four times a year and is chaired by the Minister of State with responsibility for Disability.

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National Disability inclusion strategy 2017-2022 - National Disability Authority

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The National Disability Inclusion Strategy (2017-2021) (NDIS), was launched in 2017 and was originally intended to run for five years until the end of 2021. It was later extended to 2022. The Strategy is a whole-of-government approach to improving the lives of people with disabilities.

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Irish Disability Legislation

This Act provides for the reform of the law relating to persons who require or may require assistance in exercising their decision-making capacity, whether immediately or in the future. It introduces decision-making support arrangements, a functional assessment of decision-making capacity, and the making of Advance Healthcare Directives by persons of their will and preferences concerning medical treatment decisions. It also abolishes the Ward of Court system. This Act has not fully commenced and amending legislation is being developed which is expected to be enacted by the end of 2022.

Amongst other functions being conferred onto the Citizens Information Board in this Act, it contains a provision introducing a personal advocacy service for certain persons with disabilities.

This Act provides for sexual acts with protected persons, including acts carried out upon such a person by a person in authority.

This Act provides for the assessment of health and education needs of persons with disabilities. It provides for a complaints mechanism in the case of non-provisions of services. It also provides for the facilitation of better access to public building and public services by persons with disability, and it obliges the State to promote equality and social inclusion.

This Act states that a school must prepare a policy which includes a statement that it shall not discriminate in its admission of a student to the school on specified grounds.

This Act provides for the provision of education to persons with additional education needs, so that those people may have the same right to avail of, and benefit from, appropriate education as their peers, and in an inclusive environment.

This Act makes provision for the promotion of equality between employed persons.

This Act promotes equality and prohibits types of discrimination, harassment and related behaviour on particular grounds, and in connection with the provision of services, property and other opportunities to which the public generally has access.

These Regulations transpose the European Union Web Accessibility Directive and obliges public bodies to take necessary measures to make their websites and mobile applications more accessible by making them perceivable, operable, understandable and robust.

This Act provides for the establishment of the Irish Human Rights and Equality Commission.

This Act provides for the recognition of Irish Sign Language, its use in legal proceedings and the provision of interpretation into Irish Sign Language by public bodies.

This Act provides for the involuntary admission to approved centres for persons suffering from mental health difficulties, and to provide for the independent review of such admissions. It also establishes the Mental Health Commission and the appointment of mental health tribunals.

This Act contains various provisions around expired and unexpired renewal orders regarding admissions.

This Act amends the legislation in relation to the use of involuntary procedures for the treatment of persons under the Mental Health Act 2001.

This Act amends and extends the Mental Health Act 2001, and promotes the rights of persons subject to that Act.

This Act further amends the Mental Health Act 2001 in relation to admission orders.

This Act provides the founding legislation for the National Disability Authority.

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National Disability Legislation - National Disability Authority

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This Act provides for the reform of the law relating to persons who require or may require assistance in exercising their decision-making capacity, whether immediately or in the future. It introduces decision-making support arrangements, a functional assessment of decision-making capacity, and the making of Advance Healthcare Directives by persons of their will and preferences concerning medical treatment decisions.

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Guiding Students with Autism or Asperger's Syndrome - NCGE

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Guiding Students with Autism or Asperger's Syndrome - NCGE

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Irish Refugee Council Information Booklet 2019/2020

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Irish Refugee Council Information Booklet 2019/2020

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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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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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NEPS: Continuum of Support for Post Primary Schools (Teachers Guide)

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NEPS: Continuum of Support for Post Primary Schools (Teachers Guide)

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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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Pavee Point Traveller & Roma Centre currently has a number of vacancies. Traveller Health Programme Manager. Further details here Do you have strategic thinking, policy, advocacy and management skills? Do you have a passion for...

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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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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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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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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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Traveller Culture & History in the Curriculum : A curriculum audit

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Traveller Culture & History in the Curriculum : A curriculum audit

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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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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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Parliamentary Question 2022 Supporting Mental Health

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Parliamentary Question 2022 Supporting Mental Health

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Spun Out: How schools support students' mental health

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Spun Out: How schools support students' mental health

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How schools can support students’ mental health

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Craig talks about the positive steps schools are already taking, and some other ways to look after student’s wellbeing

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Most helplines can provide a listening service, give information and advice, provide emotional support or point you in the direction of other services. They are often free-phone services which are staffed by trained volunteers or employees.

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A programme of work has been undertaken to define, design and implement a framework for prevention, partnership and family support service provision as part of the National Service Delivery Framework for the Child and Family Agency. This programme of work has been funded by Atlantic Philanthropies and has been carried out by the National Policy Development Manager in Family Support, Child and Family Agency in conjunction with the UNESCO Child and Family Research Centre, NUI Galway.

The main components of this programme of work are as follows:

Each of these components are inter-related and need to be considered and implemented together to support the development of prevention, early intervention and family support services in the Child and Family Agency.

My World Triangle

Meitheal leaflet

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A programme of work has been undertaken to define, design and implement a framework for prevention, partnership and family support service provision as part of the National Service Delivery Framework for the Child and Family Agency.

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ISSU | Irish Second-Level Students' Union

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"How's Your Head" is an online mental health resource for students returning to education post-COVID. The past few months have been challenging for all, and with this manual we wish to aid students with the transition, and enable you to support your peers in the coming months.

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mental-health-manual - ISSU | Irish Second-Level Students' Union

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"How's Your Head" is an online mental health resource for students returning to education post-COVID. The past few months have been challenging for all, and with this manual we wish to aid students with the transition, and enable you to support your peers in the coming months.

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Mental health at third level: What are the issues facing students and what can we do about them?

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Can a growth mindset help disadvantaged students close the gap?

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Why do certain students thrive when facing adversity while others languish? In the mindset theory, growth mindset is opposed to fixed mindset, and could explain why some people fulfil their potential and others do not. With the COVID pandemic...

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OECD supporting gifted students to Reach their full potential

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OECD supporting gifted students to Reach their full potential

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By Alexandre Rutigliano
Consultant, OECD Directorate for Education and Skills

Key points:

- Each country defines giftedness and gifted students differently and responds to their needs in various ways. Many countries provide acceleration and enrichment strategies to support inclusion of these students in education
- More teacher- and school-capacity building is vital for achieving inclusive gifted education
- Gifted students are not a homogenous group, and identifying them requires training and socio-cultural sensitivity

All education systems are required to teach a wide-variety of students and help them achieve their potential. The term "gifted education" refers to educating students who have higher-than-average intelligence, talent or potential. But the question then comes: How do you measure these? And how can schools support gifted students? In general, giftedness is not well understood, which means that education systems can be challenged to help gifted students. Thus it is important to first define giftedness and then outline gaps and successful practices from around the world to learn from each other and improve practice.

Definition of giftedness and policy approaches for gifted education

Giftedness has traditionally been understood as higher-than-average intelligence as measured by Intellectual Quotient (IQ) tests, often associated with certain subjects such as mathematics or music. But definitions are changing. Research now suggests that giftedness goes beyond IQ. It encompasses multiple forms of intelligence such as creativity and empathy. Gifted student's full potential can be unlocked thanks to adequate opportunities and support in education.

OECD countries use different terms to describe gifted students. For example, Germany and Spain refer to some students as being "gifted", and in Australia and the United Kingdom they are labelled "gifted and talented". France puts the emphasis on student development and refers to them as "students with high potential". Countries also approach gifted education differently. In Korea, gifted education is a separate education policy area, with its own framework, and dedicated schools. In other countries, gifted students are incorporated into a broader category, usually that of students with special education needs. In some contexts, such as Finland, there is no direct reference to gifted students, and schools must be able to respond to the needs of all students without highlighting personal characteristics. However, what is common across nearly all OECD countries is the availability of acceleration and/or enrichment strategies to give gifted students the opportunity to learn at a faster pace and have access to richer curricular contents and learning activities outside the classroom.

Teacher and school capacity to support gifted students

Teachers are at the forefront of inclusive education, and they play a key role in identifying giftedness and in implementing learning strategies and monitoring gifted education. As such, countries develop initiatives to support them. Some, such as Colombia, publish extended guidelines and orientation documents, while others clearly describe the role of teachers in policy (e.g. Lithuania) or legal frameworks (e.g. Korea). Nonetheless, there remain many gaps in initial teacher education and continuous professional learning. For example, a 2017 study found that, among the 30 European countries surveyed, around 70% of teacher respondents had not attended in-service training in this area.

International networks and national civil society organisations, such as in Portugal and the United States, can be instrumental in developing policy and supporting schools in implementing inclusive practices. They play a key role in raising awareness and, often, training teachers on acceleration and enrichment strategies. They might also strengthen capacities built by official teacher initial education and professional learning entities by providing training on teaching methods such as differentiated pedagogies, which are key for improving gifted students' outcomes.

Promoting inclusive practices in gifted education

An inclusive gifted education would mean that all gifted students are adequately supported and their individual needs are being met. It would need to recognise that these students are not a homogeneous group. Lack of school staff training, insensitivity to cultural differences and other biases often lead to the underrepresentation of certain student groups in gifted programmes. A 2018 study conducted in Toronto, Canada, showed that male students had higher chances than female students to be identified as gifted when they had a similar ethnic and socio-economic background. Also, students from some ethnic groups are more likely than others to be identified as gifted. To address exclusion dynamics in identification and learning processes, it is important to take into account students' socio-cultural contexts. A good example of this is New Zealand's Gifted Education Package, which includes Māori knowledge and practices in identification and assessment methods, as well as the participation of Māori educators in the design of an adapted curriculum.

Importantly, an inclusive gifted education can benefit all students. In many countries, gifted education is mainly provided in mainstream schools and/or classrooms. School-level strategies such as mentoring, counselling, differentiated pedagogies, the use of digital technologies and student collaboration have proven to be particularly effective in increasing the education and well-being outcomes of gifted students and, often, the whole class.

Despite many examples of good practice, there remain significant gaps in the field of gifted education. Improving the evaluation and monitoring of the inclusion of gifted students in education systems will help policy makers better understand their needs. This is an important step towards designing more inclusive education policies for all.
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