Research Outputs 2024_2025
Ward, L. & Gormley, L. (2025). Gathering autistic children’s views on their educational experiences: A systematic review of methods. Education and Training in Autism and Developmental Disabilities, 60(1), 49-70.
Gormley, L. & Hines, R. (2024). The well-being of early childhood providers in Ireland. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01767-w
Gormley, L., Ramey, D., Grennan, C., & Kóka, N. (2024). Individual education plan (IEP) priorities: Insights from the Autistic community and educators supporting Autistic learners. European Journal of Education. http://doi.org/10.1111/ejed.12800
Travers, J., & King, F. (2025). Social justice leadership in Irish schools: conceptualisations, supports and barriers. Irish Educational Studies, 1–21.
https://doi.org/10.1080/03323315.2025.2479432
Nic Aindriú, S., Ó Duibhir, P., & Travers, J. (2024) 'The suitability of Irish immersion education for children with special educational needs'. International Journal of Bilingual Education and Bilingualism, . https://doi.org/10.1080/13670050.2024.2320306
Brennan, A. (2025). 'A complex issue': the concerns around special education teaching, RTE Brainstorm:https://www.rte.ie/brainstorm/2025/0404/1505659-special-education-teaching-ireland-training-support-resources/
Kazmierczak-Murray, S., Carey, A., O’Mahony, & Povey, R. (2025). Conceptualising the development of the national guidance on the participation of disabled children and young people on decision-making in Ireland through the lens of Implementation Science. International Journal of Children’s Rights, 33, 166-195
Logan, A., Brennan, A., Pennycook, C., Scanlon, D., Furlong, C., O’Grady, S., … Doyle, A. (2025). ‘Going wild with placement’: exploring a model of engagement in individual, dyadic and team reflective practice in the context of collaborative self-study supporting teacher educator critical reflection, interrogation of practice, professional learning, collaboration and the scholarship of teaching and learning. Reflective Practice, 1–15. https://doi.org/10.1080/14623943.2024.2445348
Brennan, A., Pennycook, C., & Barr, L. (2024). “It didn’t feel like something extra we had to do; it was something we all looked forward to” - How school-based professional learning communities can reimagine teacher professional learning for inclusive practice. Teachers and Teaching: Theory and Practice.https://doi.org/10.1080/13540602.2024.2401593. Access here
Giltinan, K., Goodall, C. & Kenny, N. (2025) ‘Anxiety floods the entire system’: A qualitative study exploring teacher perspectives regarding how anxiety impacts autistic pupils with co-occurring intellectual disabilities. Journal of Research in Special Educational Needs, 00, 1–13. Available from: https://doi.org/10.1111/1471-3802.70017
Keoghan, C., Kenny, N., & Goodall, C. (2025). Teachers' Perspectives on Their Role in Supporting Early Inclusion for Autistic Pupils in Mainstream School Early Intervention Classes. Middletown Centre for Autism Research Journal.https://best-practice.middletownautism.com/wp-content/uploads/sites/4/2025/02/MCA-Research-Journal-1-Issue-2-Feb-25.pdf
Lehane, P., & Gorman, A. (2025). Assessment and learning: summative approaches. In: T. Cremin, H. Hendry, & A. Harrison (Eds.), Learning to teach in the primary school. Routledge. (link here)
Lehane, P., O'Connor, G. & O'Leary, M. (2025). Back to the future? Reflections from 25 years of empirical research on Leaving Certificate assessment in Ireland. Irish Educational Studies, 1-31. https://doi.org/10.1080/03323315.2024.2441158
Fraile, J., Monguillot, M., González-Arévalo, C., Lehane, P., & Panadero, E. (2024). Investigating anonymity in formative and summative peer assessment: effects on university students’ social-affective factors, perceptions and preference. Studies in Educational Evaluation, 83, 101410. https://doi.org/10.1016/j.stueduc.2024.101410
Slattery, E. J., Lehane, P., Butler, D., O'Leary, M., & Marshall, K. (2025). Assessing the benefits of digital game‐based learning with Minecraft in children, adolescents and young adults: A broad systematic review. Review of Education, 13(1), e70035. https://doi.org/10.1002/rev3.70035
Burke, P. & Lehane, P. (2024). Integration, pedagogy and assessment in the redeveloped Primary School Curriculum: Innovations, issues and implications. Irish Teachers' Journal, 12, 50-77. Link.
Morrissey, B., King, F. and Keating, S. (2024) ‘Conceptualising inclusive curricula for learners with complex special educational needs: narrowing the design gap between commonality and difference', International Journal of Inclusive Education, Online First.
Morrissey, B., Keating, S. and King, F. (2024) ‘Enacting a child safety education programme in special education contexts’, Children and Youth Services Review, 163, pp.1-11.
Gorman, A., King, F., Madrid Miranda, R., Jones, M., & Harris, A. (2025). System leadership: implications and considerations for school leaders. School Leadership & Management, 1–4. https://doi-org.dcu.idm.oclc.org/10.1080/13632434.2025.2464387
Francis, S. S., Margolis, J., & King, F. (2025). Spanners and enhancers: The role of teacher leaders in school evolution. Educational Management Administration & Leadership, 0(0). https://doi-org.dcu.idm.oclc.org/10.1177/17411432241307788
King, F. (2024). Professional learning: a call to criticality, action and reflexivity. Professional Development in Education, 50(6), 1053–1055. https://doi-org.dcu.idm.oclc.org/10.1080/19415257.2024.2420509
O’Keeffe, C., & McNally, S. (2025). ‘Understand more what we do’: A review of children’s perspectives of play in education. Child Indicators Research.
O’Keeffe, C., & McNally, S. (2025). A Strengths-Based Understanding of the Play of Autistic Children. Autism. 29(6): 1469–1482
O’Keeffe, C., & McNally, S. (2024). ‘It’s one of your main things in life like’: How Children’s Conceptualisations of Play can inform Educational Practice. Education 3-13.
Lynam, A., Sweeney, M.R., Keenan, L., & McNally, S. (2024). Autistic pupils’ experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland. Autism and Developmental Language Impairments.
McNally, S., Sweeney, M.R., Keenan, L., Lynam, A.M., Ramsbottom, C., & Radhakrishnan, A. (2025). Autism-Friendly Schools: Including the Voices of Autistic Students in Primary and Post-Primary Education in Ireland. Dublin City University.
McNally, S., Sweeney, M.R., Keenan, L., Lynam, A.M., Ramsbottom, C., & Radhakrishnan, A. (2025). A Framework for an Autism-Friendly School Informed by Autistic Students. Dublin City University.
Gibson, J., L., & McNally, S. (2024). Play in the Education and Care of Young Autistic Children. In B. Anderson, Z. Nikiforidou, & W. Robles-Melendez (Eds.) Resilience and Wellbeing: Children, Families and Communities. European Early Childhood Education Research Association.