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Irish Traveller Movement Webinar IGC 2025 

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Irish Traveller Movement Webinar IGC 2025 

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TCPID_May2025_Full Article_The Arts Science and Inclusice Applied Practice Programme

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Discussion Board Activity on Inclusive Guidance in Practice

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Discussion Board Activity on Inclusive Guidance in Practice

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Down Syndrome Ireland’s Employment team supports adults with Down syndrome to make informed choices about their careers, providing necessary resources to seek, obtain and be successful in gaining employment.

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Down Syndrome Ireland’s Employment team supports adults with Down syndrome to make informed choices about their careers, providing necessary resources to seek, obtain and be successful in gaining employment.

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Their National Employment Programme aims to:

-Provide meaningful, inclusive employment opportunities.

-Develop direct links with employers.

-Raise awareness & provide specific training.

The employment team aim to build relationships with employers who can offer opportunities for our members throughout Ireland.

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Down Syndrome Ireland offers support and services to people with Down syndrome and their families throughout Ireland.

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What is a School of Sanctuary? It is a school that undertakes a programme of learning, action and sharing, where welcome and inclusion is placed at the heart of the school’s identity. A core element of the Schools of Sanctuary focus is for students and staff to learn the many “whys and hows” of giving […]

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This is a series of 9 webinars by Wyn McCormack (Guidance Counsellor and SEN teacher) on dyslexia in Irish second level schools. With dyslexia affecting approximately one in ten people, there are many thousands of students with dyslexia in Irish second level schools. For some, the difficulties may be so severe they are receiving extra support through additional teaching. The majority depend on understanding from mainstream teachers.

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This is a series of 9 webinars on dyslexia in Irish second level schools. With dyslexia affecting approximately one in ten people, there are many thousands o…

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Creat maidir le hOideachas Uilechuimsitheacha

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Creat maidir le hOideachas Uilechuimsitheacha

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Tá áthas ar an NCSE a fhógairt go bhfuil an Creat maidir le hOideachas Uilechuimsitheach: Treoir do scoileanna ar chuimsiú daltaí a bhfuil riachtanais speisialta oideachais acu, foilsithe.

Is uirlis idirghníomhach nua í an Creat maidir le hOideachas Uilechuimsitheach a bheidh le húsáid ag scoileanna chun cabhrú le scoileanna an chaoi a dtacaítear le daltaí a bhfuil riachtanais speisialta oideachais acu a phleanáil, a thomhas agus a fheabhsú. Cabhróidh an acmhainn seo le dea-chleachtais chuimsitheacha atá i bhfeidhm cheana féin i go leor scoileanna a athdhearbhú agus tabharfaidh sé treoir do scoileanna eile dea-chleachtas a fhorbairt.

Eiseofar cóipeanna crua den Chreat um Oideachas Uilechuimsitheach chuig scoileanna tríd an líonra SENO.

Íoslódáil an creat don oideachas cuimsitheach anseo (40MB).

Íoslódáil Creat um Oideachas Uilechuimsitheach ar mhéid laghdaithe chun rochtain níos tapúla a fháil anseo (8MB).

Nóta: B'fhéidir gurbh fhearr cliceáil ar dheis ar an nasc íoslódála agus 'v' a roghnú chun cóip den doiciméad seo a shábháil ar do mheaisín áitiúil le híoslódáil níos tapúla.

Treoir do na scoileanna maidir leis an uilechuimsitheacht i ndáil le daltaí a bhfuil riachtanais speisialta oideachais acu.

Is féidir leagan méide laghdaithe den chreat don oideachas uileghabhálach a íoslódáil anseo (8MB) chun rochtain níos tapúla a fháil air.

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Creat maidir le hOideachas Uilechuimsitheach – National Council for Special Education – Working to deliver a better special education service

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Tá áthas ar an NCSE a fhógairt go bhfuil an Creat maidir le hOideachas Uilechuimsitheach: Treoir do scoileanna ar chuimsiú daltaí a bhfuil riachtanais speisialta oideachais acu, foilsithe.

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Quick Reference Guide for Parents/Guardians (Post-Primary) - SEN Allocation

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Quick Reference Guide for Parents/Guardians (Post-Primary) - SEN Allocation

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Leanúntas Tacaíochta le haghaidh Iar-bhunscoileanna – Beart Acmhainní do Mhúinteoirí

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Leanúntas Tacaíochta le haghaidh Iar-bhunscoileanna – Beart Acmhainní do Mhúinteoirí

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Identification of Needs through the Continuum of Support Process - word doc.

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Identification of Needs through the Continuum of Support Process - word doc.

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Aistriú go dtí an Iar-bhunscoil – Físeán Faisnéise do Thuismitheoirí

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Aistriú go dtí an Iar-bhunscoil – Físeán Faisnéise do Thuismitheoirí

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Ag bogadh ón mBunscoil go dtí an Iar-bhunscoil – National Council for Special Education – Working to deliver a better special education service

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Féach thíos le haghaidh treoirlínte agus físeáin faisnéise do thuismitheoirí maidir le bogadh ón mBunscoil go dtí an Iar-Bhunscoil

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Transitioning to Post-Primary - Information Video for Parents

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Transitioning to Post-Primary - Information Video for Parents

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Moving from Primary to Post-Primary School – National Council for Special Education

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See below for guidelines and information videos for parents on moving from Primary to Post-Primary School

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Oide - Delivering Equality of Opportunity in Schools (DEIS) - Resources, Professional Learning Material - Key Documents

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Oide - Delivering Equality of Opportunity in Schools (DEIS) - Resources, Professional Learning Material - Key Documents

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

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To provide the best experiences, we use technologies like cookies to store and/or access device information. Consenting to these technologies will allow us to process data such as browsing behavior or unique IDs on this site. Not consenting or withdrawing consent, may adversely affect certain features and functions.

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Report on the review of the Junior Cycle Level 1 and Level 2 Learning Programmes - 2023

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Report on the review of the Junior Cycle Level 1 and Level 2 Learning Programmes - 2023

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Junior Cycle Level 2 Learning Programmes

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Junior Cycle Level 2 Learning Programmes

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Programme Statement: Senior Cycle Learning Programmes: Level 1 and Level 2

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Programme Statement: Senior Cycle Learning Programmes: Level 1 and Level 2

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Junior Cycle Learning Programmes Level 1 - Level 2: Key Documents, Professional Learning Materials, Resources

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Junior Cycle Learning Programmes Level 1 - Level 2: Key Documents, Professional Learning Materials, Resources

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

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Junior Cycle Learning Programmes Level 1 – Level 2 - Oide

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Oide - Senior Cycle Learning Programmes Level 1 - Level 2: Resources - Key Documents - Professional Learning Materials

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Oide - Senior Cycle Learning Programmes Level 1 - Level 2: Resources - Key Documents - Professional Learning Materials

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

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Senior Cycle Learning Programmes Level 1 – Level 2 - Oide

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Supporting EAL Learners in the Post Primary Classroom

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Supporting EAL Learners in the Post Primary Classroom

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

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This section contains the professional learning materials and supporting resources which can be used to support individual and school-led professional development in English as an additional language (EAL).

The is a PDF version of a presentation of a seminar that was rolled out in numerous locations around the country this year.

Supporting English as an Additional Language (EAL) Learners in Post-primary Classroom

This information webinar provides language support to teachers of English as an Additional Language (EAL), EAL coordinators, and Additional Educational Needs (AEN) coordinators in the Post-primary classroom and language support classrooms. There will be an opportunity to:

Webinar Recording:

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This section contains the professional learning materials and supporting resources which can be used to support individual and school-led professional development in English as an additional language (EAL). The is a PDF version of a presentation of a seminar that was rolled out in numerous locations around the country this year.

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Traveller culture and history research report. Feb. 2023

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Traveller culture and history research report. Feb. 2023

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PATH Strand 4 Phase 2: Enhancement of Course Provision

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PATH Strand 4 Phase 2: Enhancement of Course Provision

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in Higher Education for Students with Intellectual Disabilities

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SABAA Project - looking at Autism and Addictions

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SABAA Project - looking at Autism and Addictions

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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cambridge and peterborough nhs foundation trust

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innovative medicines initiative autism research trust

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cambridge and peterborough nhs foundation trust

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spotlight on neuroscience spotlight on neuroscience

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school of clinical medicine school of clinical medicine

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

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

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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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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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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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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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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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Guidance on the 2024 Summer Programme for Post Primary Schools

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Guidance on the 2024 Summer Programme for Post Primary Schools

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All post-primary schools will have the opportunity to run a two-week summer programme for students enrolled in special classes, as well as those who have complex special educational needs and students who are at risk of educational disadvantage.

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Summer Programme 2024: school-based programme in post-primary schools

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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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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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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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Wellbeing Support for Ukrainian Students

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Wellbeing Support for Ukrainian Students

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NEPS: Psychological First Aid for Ukraine Students

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NEPS: Psychological First Aid for Ukraine Students

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Irish Refugee Council Re Ukrainian Students

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Irish Refugee Council Re Ukrainian Students

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

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Gov.ie Fees & Financial Support Ukraine Students 2024/25

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Gov.ie Fees & Financial Support Ukraine Students 2024/25

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

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Ukraine Student Fees and Financial Support Update

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

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Inclusion: Refugee and Asylum seeking children in Education

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Inclusion: Refugee and Asylum seeking children in Education

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Differentiation Resources Post Primary NCSE

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Differentiation Resources Post Primary NCSE

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

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

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

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

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

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

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

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Differentiation as a means to Include SEN Students in the classroom

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Differentiation as a means to Include SEN Students in the classroom

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

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

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

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

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

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

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Look, Listen, Link

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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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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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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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Shelley Moore Transforming Inclusive Education

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Shelley Moore Transforming Inclusive Education

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Shelley Moore: Transforming Inclusive Education

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DE Adapting and Managing Successful Transitions

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DE Adapting and Managing Successful Transitions

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Adapting and Managing Successful Transitions

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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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Oide Inclusion in Guidance Workshop 2024/25

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Oide Inclusion in Guidance Workshop 2024/25

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Inclusion in Guidance Oide_Updated April 2025

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Citizens Information SEN Links Post Primary

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Citizens Information SEN Links Post Primary

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

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National Council for Curriculum and Assessment (NCCA)

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

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

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School Self-Evaluation - Six-step process

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Appropriate Language Use for SEN/AEN students

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Appropriate Language Use for SEN/AEN students

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

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

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

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

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Student Support Teams in Post Primary Schools 2021

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Student Support Teams in Post Primary Schools 2021

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Whole School Guidance in Ireland: Testing the Limits

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Whole School Guidance in Ireland: Testing the Limits

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

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

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

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

Challenges for the whole-school model of guidance

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

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

Enablers of the whole-school model of guidance

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

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

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

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

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

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

Conclusion

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

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

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

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The Role of the Regular Teacher in Whole School Guidance 2014

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The Role of the Regular Teacher in Whole School Guidance 2014

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

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

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ESRI Moving Up - Experience of 1st Years in Post Primary School 2004

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ESRI Moving Up - Experience of 1st Years in Post Primary School 2004

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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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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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Supporting Student with SEN with Transitions NCSE 2016

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Supporting Student with SEN with Transitions NCSE 2016

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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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SOAR for Access Program: Increasing HE Participation

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SOAR for Access Program: Increasing HE Participation

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SOAR for Access Program | Increasing Higher Education Participation

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PATH: Planning Alternative Tomorrows with Hope

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PATH: Planning Alternative Tomorrows with Hope

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ESRI: Study of the Costs of Participation in HE

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ESRI: Study of the Costs of Participation in HE

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A Guide to Transitioning to Adulthood for the Autistic Person

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A Guide to Transitioning to Adulthood for the Autistic Person

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Post School Options: Rehabilitative Training & Adult Day Services

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Post School Options: Rehabilitative Training & Adult Day Services

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NCSE Post Primary to FE, Employment and Training

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NCSE Post Primary to FE, Employment and Training

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

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

The pamphlets cover:

Further Education and Training

Higher Education

Rehabilitative Training and Adult Day Services

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

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

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

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