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DIEN Conference Key Takeaways for Inclusive Practice  (1)

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Be

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Opening Address DIEN MAR 2026 - B.Cullen

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SM Ban - DIEN Conference - David MS Chisanga

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Multilingual Project - A. Gallagher and H. Hammadi

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Multilingual Project - A. Gallagher and H. Hammadi

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DIEN Conference - Multilingual Project (1)

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Roots to Routes - Direct Provision Project - M. Cantwell, Kerry McCarthy and D. Honan

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Roots to Routes - Direct Provision Project - M. Cantwell, Kerry McCarthy and D. Honan

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Direct Provision 18-24 year olds June 2025 (1)

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Final report of DIEN April 2025.

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DIEN APRIL 2025 - Maynooth University - School resource

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DIEN APRIL 2025 - Maynooth University - School resource

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SMcGilloway DIEN ppt for inclusion in conference report

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South Bradley Hills Neighborhood Association

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South Bradley Hills Neighborhood Association

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WE JUST WANT TO BE TEACHERS: AN OPEN LETTER TO THE INTERNATIONAL SCHOOL ECOSYSTEM

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WE JUST WANT TO BE TEACHERS: AN OPEN LETTER TO THE INTERNATIONAL SCHOOL ECOSYSTEM

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WE JUST WANT TO BE TEACHERS: AN OPEN LETTER TO THE INTERNATIONAL SCHOOL ECOSYSTEM | Association for International Educators and Leaders of Color

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By Nayoung Weaver & Rama Ndiaye – AIELOC Fellows

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A Transgender Studies Approach for Educators in Schools

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A Transgender Studies Approach for Educators in Schools

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Wayne Martino

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Young Learners can Explore Gender Identity

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Young Learners can Explore Gender Identity

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Cathy Brant & Joshua Hill

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Brant and Hill - Young Learners Can Explore Gender Identity in Elem

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Villiers School Limerick

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Fiachra Kennedy

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Fiachra Kennedy DIEN Conference Presentation

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Looking out for, looking after,

looking to each other’

Perspectives from and about Black young

people in Balbriggan, County Dublin

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Looking out for, looking after,

looking to each other’

Perspectives from and about Black young

people in Balbriggan, County Dublin

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National Youth Council of Ireland

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The post-primary school experiences of TRANSGENDER AND GENDER DIVERSE YOUTH IN IRELAND

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The post-primary school experiences of TRANSGENDER AND GENDER DIVERSE YOUTH IN IRELAND

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Ruari-Santiago McBride, Aoife Neary, Breda Gray and Vanessa Lacey

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Towards inclusion in education: Status, trends and challenges          The UNESCO Salamanca Statement 25 years on

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Towards inclusion in education: Status, trends and challenges          The UNESCO Salamanca Statement 25 years on

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‘But you don’t look Irish’: identity constructions of minority ethnic students as ‘non-Irish’ and

deficient learners at school in ireland

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‘But you don’t look Irish’: identity constructions of minority ethnic students as ‘non-Irish’ and

deficient learners at school in ireland

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Meadhbh Ní Dhuinn & Elaine Keane

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But you don t look Irish   identity constructions of minority ethnic students as  non-Irish  and deficient learners at school in ireland (1)

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Teacher Education for Justice and Equity: 40 Years of Advocacy

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Teacher Education for Justice and Equity: 40 Years of Advocacy

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Marilyn Cochran - Smith

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Cochran-Smith (2020) Teacher Education for Justice and Equity - 40 years of Advocacy Action in Teacher Education (2)

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What Every Teacher Needs to Know about Transgender

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What Every Teacher Needs to Know about Transgender

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Ethno-cultural diversity in initial teacher education courses: the case of Ireland

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Ethno-cultural diversity in initial teacher education courses: the case of Ireland

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Alannah Hannigan, Daniel Faas & Merike Darmody

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Hannigan et al (2022) Ethno cultural diversity in initial teacher education courses the case of Ireland

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‘Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-

ethnic Backgrounds on Schooling in Ireland

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‘Teachers should put themselves in their students’ shoes’: Perspectives of Parents from Minority-

ethnic Backgrounds on Schooling in Ireland

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Seun Bunmi Adebayo & Manuela Heinz

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Teachers should put themselves in their students  shoes   Perspectives of Parents from Minority-ethnic Backgrounds on Schooling in Ireland

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Supporting Trans Young People in Schools

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Unveiling Black Irish School Narratives: A Black Studies PhD Project

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Unveiling Black Irish School Narratives: A Black Studies PhD Project

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Eve Doran

Trinity College Dublin

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The lived educational experiences of autistic trans andnon-binary students in the Republic of Ireland

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The lived educational experiences of autistic trans andnon-binary students in the Republic of Ireland

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Maggie Green, ATU Donegal

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Realising Potential: Tailoring Migrant Specific Guidance and creating Educational Pathways for Post-Primary learners

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Realising Potential: Tailoring Migrant Specific Guidance and creating Educational Pathways for Post-Primary learners

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Mary Cantwell & Barbra Nzvaura, LCETB & AMIF Project

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Realising Potential - Mary and Barbra LCETB

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The whatness of inclusion: Creating a culture of belonging and participation in the early years setting

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The whatness of inclusion: Creating a culture of belonging and participation in the early years setting

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Dr Sharon Skehill

Newtown Kids’ Club (Willows and Nursery)

DIEN March 2024

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Sharon Skehill - Belonging and participation SS 2024

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Unlocking Potential -The Transformative Power of UDL in Post Primary Education

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Unlocking Potential -The Transformative Power of UDL in Post Primary Education

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Maureen Haran, PhD(c) SFHEA, Lecturer (ATU)

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Sexuality & Gender identity: working with young people

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INTEGRATIONAL SUPPORT WORKER
DORAS

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Dr Niall Muldoon,Ombudsman for Children & Thomas Olver, Participation and Rights Education Officer

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You are here:

The Ombudsman for Children's Office is required under law to submit to the Oireachtas an Annual Report on the performance of our functions. The Annual Report is a comprehensive report on our activities throughout the preceding year.

The work of the OCO in 2022:

Participation and Rights Education

Policy

Complaints and Investigations

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Falling Behind - OCO Annual Report 2022 - Ombudsman for Children

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The Ombudsman for Children's Office is required under law to submit to the Oireachtas an Annual Report on the performance of our functions. The Annual Report is a comprehensive report on our activities throughout the preceding ...

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Link to our website with additional links and information on children’s rights, for schools and educators alike.

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Link to our website with additional links and information on children’s rights, for schools and educators alike.

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Lesson plans and activities for those working with children and young people.

We have developed materials for educators to explore issues relating to children's rights in Ireland with children and young people. Our It's your right section on our website also has age-appropriate information about children's rights for ages 4-17, as well as a game to test what they know about rights.

Available in English and Irish, and written by experienced teachers, these resources are easily downloadable and adaptable.

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Education Materials - Ombudsman for Children

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Lesson plans and activities for those working with children and young people. We have developed materials for educators to explore issues relating to children's rights in Ireland with children and young people. Our It's your right ...

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Our publication about the UN Committee’s Concluding Observations

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Our publication about the UN Committee’s Concluding Observations

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Monitoring and Reporting on Ireland's implementation of the UNCRC - Ombudsman for Children

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Concluding observations and OCO activities

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Publication with additional links to Report

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Publication with additional links to Report

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New OCO report shows children are being left in emergency departments, schools and respite centres by desperate parents in an attempt to access vital services
Parents of some children with complex disabilities are making the agonising decision to leave their children behind in hospitals, residential centres and special schools because they can't access the adequate supports and services they need to care for them at home. Nowhere to Turn, a new report published today by the Ombudsman for Children's Office (OCO), highlights the plight of some of these children, and how this failure by the State is impacting their right to grow up within their families. These children can then remain in these inappropriate setting for weeks, even months due to the failure by the HSE to ensure an adequate range of placement options if they cannot return home.

In Nowhere to Turn we hear about Shane (14), who is non-verbal and has a severe intellectual disability and ASD, and spent eight weeks in hospital because he had nowhere else to go. Shane had no medical need to be there, but without access to the appropriate supports, his family felt they could no longer manage his increasingly challenging behaviour at home. Another teenager, Emma, who has a mild intellectual disability and ASD, had to live in a respite centre for nine months, after her parents struggled for years to access the right services to help them safely take care of her at home.

In 2020, following our investigation into the case of Jack, a little boy who acquired profound disabilities following a car accident, and was left in a hospital setting for over two years beyond medical need, the OCO made a number of recommendations to the HSE aimed at ensuring no other child would go through the same. However despite accepting, and committing to taking these on, the HSE has still failed to implement key strategic recommendations from the Jack investigation

These include developing an assessment process to determine the needs of the child, provide a specific support package for them, and ensure there is ring-fenced funding for these services. We also asked the HSE to ensure they have a range of placement options for medium and long term if children cannot return home. Nearly three years on, the OCO continues to receive complaints from parents of children who, like Jack, due to a lack of strategic planning, are stuck in the wrong setting for too long or left without the right support.

Commenting on the Nowhere to Turn report, the Ombudsman for Children, Dr Niall Muldoon, said:

"These parents are at their wits end trying to access adequate supports and services for their children, and we can see the devastating impact this has on family life as a whole.

"A child's right to grow up within their family is protected in the Constitution, the UN Convention on the Rights of the Child (UNCRC) and the UN Convention on the Rights of Persons with Disabilities (UNCRPD).

"However, while Jack is now doing well, the failure of the HSE to fully implement our recommendations, means that other children and their families are still not receiving the appropriate supports and services they need. In the most extreme cases, hospital staff told us about three children who spent 368, 205 and 107 days respectively in hospital when they didn't need to be there.

"We also need to see more consistent inter-agency cooperation between the HSE and Tusla to avoid situations like that of Emma in our report, who had to live in a respite centre for nearly a year when the HSE initially resisted efforts to work with Tusla to find her a suitable residential placement.

"It is clear that much greater commitment and investment is needed from Government to address the issues raised in our report. Families need to be fully resourced and supported to take care of their children at home and shouldn't have to fight to receive critical respite services. Recent reports of long waiting lists for respite services are piling more pressure on parents, and we know from the latest Health Research Board figures that there are more than 1,300 children and adults in need of overnight respite.

"While we wait for the detail of the proposed expansion of children's services in the Government's upcoming Disability Action Plan 2024-2026, it important that there is also an independent monitoring mechanism put in place to ensure these actions are implemented quickly. No other disabled child should ever end up, unnecessarily, in a hospital bed like Shane in our report, a situation described by staff as the 'wrong place, wrong time, wrong care'."

Read Nowhere to Turn here

Read Jack's Case: 2023 Update here

ENDS

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Children with disabilities and their families are being left with Nowhere to Turn - Ombudsman for Children

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New OCO report shows children are being left in emergency departments, schools and respite centres by desperate parents in an attempt to access vital services Parents of some children with complex disabilities are making the agonising ...

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Report on Children Living in Direct Provision

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Report on Children Living in Direct Provision

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Direct Division Report - Ombudsman for Children

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Direct Division is a report by the Ombudsman for Children’s Office highlighting the views and experiences of children living in Direct Provision accommodation of life in Ireland. The consultation was undertaken between June and November 2019 with 73 children aged between 12 and 17 years in nine Dire…

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Report written by children and submitted to the UNCRC

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Report written by children and submitted to the UNCRC

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Pieces of Us: A Children's Report to the UN Committee on the Rights of the Child - Ombudsman for Children

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Pieces of Us: A Children's Report to the UN Committee on the Rights of the Child

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Supporting teachers’ mental health and wellbeing: Evidence review

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Supporting teachers’ mental health and wellbeing: Evidence review

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HOW TO GROW Teacher Wellbeing in Your Schools

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HOW TO GROW Teacher Wellbeing in Your Schools

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The post-primary school experiences of transgender and gender diverse youthin Ireland

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The post-primary school experiences of transgender and gender diverse youthin Ireland

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A STUDY OF THE MENTAL HEALTH AND WELL-BEING OF LESBIAN, GAY,BISEXUAL AND TRANSGENDER PEOPLE

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A STUDY OF THE MENTAL HEALTH AND WELL-BEING OF LESBIAN, GAY,BISEXUAL AND TRANSGENDER PEOPLE

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An exploratory survey of the experiences of homophobic bullying among lesbian, gay, bisexual and transgendered young people in Ireland

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An exploratory survey of the experiences of homophobic bullying among lesbian, gay, bisexual and transgendered young people in Ireland

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The experiences of lesbian, gay, bisexual and trans young people in Ireland's schools

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The experiences of lesbian, gay, bisexual and trans young people in Ireland's schools

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An inclusive approach to SPHE/RSE – LGBTI+ identities

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An inclusive approach to SPHE/RSE – LGBTI+ identities

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Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective

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Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective

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The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning

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The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning

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The effect of school leadership on implementing inclusive education how transformational and instructional leadership practices affect individualised

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Enhancing teacher education for inclusion

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Enhancing teacher education for inclusion

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Diversity and Inclusion – Challenges and Issues in an Irish Educational Setting

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Diversity and Inclusion – Challenges and Issues in an Irish Educational Setting

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Non-religious Teachers in Schools with a Religious Ethos in theRepublic of Ireland and Northern Ireland:

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Non-religious Teachers in Schools with a Religious Ethos in theRepublic of Ireland and Northern Ireland:

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Exploring Culturally Relevant/Responsive Pedagogy as Praxis in Teacher Education

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Exploring Culturally Relevant/Responsive Pedagogy as Praxis in Teacher Education

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Challenges and opportunities forculturally responsive leadership inschools: Evidence from FourEuropean countries

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Challenges and opportunities forculturally responsive leadership inschools: Evidence from FourEuropean countries

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Models of Intercultural Competences in Practice

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Models of Intercultural Competences in Practice

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NCCA Guidelines for Teachers of Students with General Learning Disabilities

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NCCA Guidelines for Teachers of Students with General Learning Disabilities

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Post-school Transitions for Studentswith Intellectual Disabilities in theRepublic of Ireland

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Post-school Transitions for Studentswith Intellectual Disabilities in theRepublic of Ireland

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Diversity and Intercultural Education  Network Launch Report

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Diversity and Intercultural Education  Network Launch Report

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Exploring Intercultural Competence and teacher preparedness in promoting inclusion in Irish Post-Primary Schools - Santhi Corcoran

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Exploring Intercultural Competence and teacher preparedness in promoting inclusion in Irish Post-Primary Schools - Santhi Corcoran

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Launch of the Diversity and Intercultural Education Network - Prof Lorraine McIlrath

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Launch of the Diversity and Intercultural Education Network - Prof Lorraine McIlrath

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Lorraine McIlrath - Intercultural Network Launch

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Cultural Diversity and Intercultural Education in Ireland: A Liminal Space - Tayo Adenusi

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Cultural Diversity and Intercultural Education in Ireland: A Liminal Space - Tayo Adenusi

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Traveller Education: Where to Next? Hannagh  

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Traveller Education: Where to Next? Hannagh  

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Hannagh McGinley - Diversity and Intercultural Network-25.03.2023 (3)

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National Traveller andRoma Inclusion Strategy2017 – 2021

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National Traveller andRoma Inclusion Strategy2017 – 2021

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Promoting Diversity in the Early Childhood Classroom - Florence Ajala

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Promoting Diversity in the Early Childhood Classroom - Florence Ajala

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Florence Ajala - Presentation for Diversity and Intercultural Education Network 1

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Engaging EAL Learners Through STEM - Catherine Whelan Burke

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Engaging EAL Learners Through STEM - Catherine Whelan Burke

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The Diversity and Intercultural Education Network has been launched in Ireland.

The network, which aims at promoting engagement among diverse Irish educators, was launched Saturday morning at Mary Immaculate College (MIC) in Limerick.

Here's DAVID CHISANGA with the rest of the story.

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The aim of this network is to create a space for teachers with an interest in intercultural education and culturally sensitive pedagogy. An opportunity to have access to peer support, learning, and sharing of best practice in a sustainable and ongoing professional development context.

The objective is to create a constructive working and learning network that creates resources, tools and support for teachers, students and principals to be shared with school communities. This would allow teachers to ‘create cooperative spaces where teachers can plan together, share ideas and resources, and have opportunities to observe one another working,’ and ‘connect and build on the expertise available within the school, making connections with existing knowledge,’ and building on as well as developing good practice that can benefit all (Messiou and Ainscow, 2015).

We launch this network to create this sustainable space for educators to engage and continue dialogue and discussion on best practice that benefits all, schools, pupils and teachers. We hope to welcome you on the 25th of March to engage with this proposed network and further the opportunities it brings to support each other.