Researcher Details |

Orla Ni Bhroin

Órla Ní Bhroin is an Associate Professor in the School of Inclusive and Special Education at Dublin City University Institute of Education.
Órla has worked in teacher education across the continuum of professional development for the past eighteen years and is Coordinator of the Special and Inclusive Education option on the MEd programme. She is Deputy Director of CREATE21, the Centre for Collaborative Research across Teacher Education based in the Institute of Education. She is external examiner for the MA Education: Special Educational Needs and the EdD Special and Inclusive Education programmes at the University of Exeter. She is vice-chair of the International Professional Development Association Ireland.

Órla's research interests are wide-ranging and include practices and pedagogy for inclusion, teacher educator pedagogy for developing student teachers' understanding of special educational needs and of practices for addressing diversity and inclusion, the impact of continuing professional development on teachers' understanding and use of student support plans in practice, and evaluation of quality in professional preparation and development programmes for teachers.

Órla supervises PhD and EdD students on a range of different topics, broadly focusing on issues relating to inclusion education.

Órla has a BEd from St Patrick's College/UCD, MEd from University College Dublin, BSc in Psychology from Open University, and Graduate Diploma in Advanced Studies in Special Education and PhD from Dublin City University.

Other Journal

	Year	Publication
	2016	Ní Bhroin, Ó., King, F., & Prunty, A (2016) 'Teachers’ knowledge and practice relating to the Individual Education Plan and learning outcomes for pupils with special educational needs' .

Book

	Year	Publication
	2017	Ní Bhroin Ó. (2017) Inclusion in context: Policy, practice and pedagogy.

Peer Reviewed Journal

	Year	Publication
	2020	Ní Bhroin Ó.;King F. (2020) 'Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans'. European Journal of Teacher Education, 43 (1):38-63.
	2019	Balfe T.;Ní Bhroin Ó. (2019) 'A university supported social constructivist model of professional development'. Professional Development in Education, .
	2017	King, F., Ní Bhroin, Ó., & Prunty, A. (2017) 'Professional learning and the individual education plan process: implications for teacher educators'. Professional Development in Education, .
	2013	Ní Bhroin O. (2013) 'Questions to assess learning as a communicative routine for inclusion'. British Journal of Special Education, 40 (3):114-123.
	2013	Ní Bhroin, Ó. (2013) 'Questions to assess learning as a communicative routine for inclusion'. British Journal of Special Education, 40 (3):114-123.

Seminar

	Year	Publication
	2017	Ní Bhroin, O., & King, F. (2017) Paper presented at the Collaborative Research across Teacher Education (CREATE21) Seminar. SEM

Book Chapter

	Year	Publication
	2012	Ní Bhroin, Ó. (2012) 'Mediated talk as a communicative routine for inclusion' In: Oxford : Peter Lang.
	2012	Hackett, M., & Ní Bhroin, Ó. (2012) 'Comprehension strategies: Do they improve access to the curriculum for post-primary students with learning difficulties?' In: Oxford : Peter Lang.

Published Report

	Year	Publication
	2018	Cosgrove, J., McKeown, C., Travers, J., Lysaght, Z., Ní Bhroin, O., & Archer, P. (2018) Educational Experiences and Outcomes of Children with Special Educational Needs: Phase 2 – from age 9 to 13 A Secondary Analysis of Data from the Growing Up in Ireland Study. National Council for Special Education, .
	2014	Cosgrove, J., McKeown, C., Travers, J., Lysaght, Z., Ní Bhroin, O., & Archer, P. (2014) Educational experiences and outcomes for children with special educational needs: A secondary analysis of data from the Growing Up in Ireland Study (NCSE Research Report No. 17). National Council for Special Education, .

Conference Contribution

	Year	Publication
	2016	Ní Bhroin, O., King, F., & Prunty, A. (2016) Annual Conference of the Educational Studies Association of Ireland (ESAI) The Voice of the Student in the Individual Education Plan Process: Symbolic or a Public Good? Galway, .
	2016	King, F., Ní Bhroin, Ó., and Prunty, A. (2016) Annual Irish Association of Teachers in Special Education (IATSE) Conference Student voice in the individual education plan process and inclusion St Patrick's College, Dublin, .
	2015	King, F., Ní Bhroin, Ó., and Prunty, A. (2015) Annual Conference of the International Professional Development Association (IPDA) Professional learning for performance of students with special educational needs: Role of the individual education plan (IEP) Aston University, Birmingham, UK, .
	2015	Prunty, A., Ní Bhroin, O., and King, F. (2015) Annual Conference of the Irish Association of Teachers in Special Education (IATSE) Impact of IEP training on teachers' knowledge and practice and on learning outcomes for students with special educational needs All Hallows College, Dublin, .
	2015	Prunty, A., Ní Bhroin, Ó., and King, F. (2015) Annual Irish Association of Teachers in Special Education (IATSE) Impact of IEP training on teachers’ knowledge and practice and on learning outcomes for students with special educational needs All Hallows College, Dublin 9, .
	2019	Órla Ní Bhroin (2019) What works in professional development for inclusion Inclusive Education Systems and Teacher Education for Inclusion: NCSE Research Conference Croke Park, .
	2016	King, F., Ní Bhroin, Ó., & Prunty, A. (2016) Annual Irish Association of Teachers in Special Education (IATSE) Conference, Voices from the Classroom: Inclusion, Special Education or Inclusive Special Education? Student voice in the individual education plan process and inclusion St. Patrick's College, Drumcondra, .
	2016	King, F., & Ní Bhroin, Ó. (2016) International Professional Developmental Association Annual International Conference 2016 Impact of professional learning on teachers' understanding, knowledge and practice of the Individual Education Plan Process: Implications for teacher educators Stirling University, .
	2015	King, F., Ní Bhroin, Ó., & Prunty, A. (2015) IPDA Conference 2015, Professional Learning for Performance Professional learning for performance of students with special educational needs: Role of the individual education plan (IEP) Aston University, Birmingham, UK, .
	2015	Ní Bhroin, Ó. (2015) CREATE seminar series Student teachers’ reflexive practice in terms of their understanding of special educational needs and of their role as prospective teachers St. Patrick's College, Drumcondra, .
	2015	Prunty, A., Ní Bhroin, Ó., & King, F. (2015) Annual Conference of the Irish Association of Teachers in Special Education (IATSE) Impact of IEP training on teachers' knowledge and practice and on learning outcomes for students with special educational needs All Hallows College, Dublin, .
	2017	King, F., & Ní Bhroin, Ó. (2017) Reforming education and the imperative of constant change: Ambivalent roles of policy and educational research (ECER) Missing voices in reforming education: National and local translations of children's rights to participation in decision making Copenhagen, .
	2017	Ní Bhroin, Ó. (2017) Ideas that work: Inspiring creativity, innovation and collaboration (IATSE) Collaboration for optimal interfacing between class teachers and additional support teachers to promote students' intentional learning Marino Institute of Education, .
	2017	Ní Bhroin, Ó. (2017) Reforming education and the imperative of constant change: Ambivalent roles of policy and educational research (ECER) Whither inclusion? Translation of the policy of inclusion in teachers' understanding and enactment in practice Copenhagen, .
	2017	Ní Bhroin, Ó. (2017) Changing Research: Working the spaces between education policy and practice (ESAI) Working the spaces between policy of inclusion and teachers' interpretations and enactments in practice University College Cork, .
	2018	Ní Bhroin, Ó. (2018) Border Crossings: Professional Development in the 21st Century Porous Boundaries for Optimal Interfacing between Class Teachers and Special Education Teachers to Promote Students’ Inclusion Birmingham, .
	2018	Ní Bhroin, Ó. & Travers, J. (2018). (2018) European Conference on Educational Research (ECER), Inclusion and Exclusion Educational Experiences and Outcomes for Children with Special Educational Needs in Ireland Bolzano, .
	2018	Ní Bhroin, O., & King, F. (2018) ECER 2018 Teacher Education for Collaboration: A framework as a pedagogical approach in teacher professional learning for developing collaborative practices for inclusion Bolzano, Italy, .
	2018	Ni Bhroin, Ó. & King, F. (2018) European Conference on Educational Research (ECER), Inclusion and Exclusion Teacher Education for Collaboration: A framework as a pedagogical approach in teacher professional learning for developing collaborative practices for inclusion Bolzano, .
	2016	King, F. & Ní Bhroin, Ó. (2016) International Professional Development Association Annual International Conference 2016 Impact of professional learning on teachers’ understanding, knowledge and practice of the Individual Education Plan Process: Implications for teacher educators Stirling University, .
	2016	Ní Bhroin, Ó., King, F., & Prunty, A. (2016) European Conference on Educational Research (ECER), Leading Education: The Distinct Contributions of Educational Research and Researchers Leading inclusion: Refocusing on the collaborative process and the purpose of IEPs University College Dublin, .
	2016	Ní Bhroin, Ó., King, F., & Prunty, A. (2016) Educational Studies Association of Ireland (ESAI) Annual Conference, Education as a Public Good The voice of the child in the individual education plan process: symbolic or a public good?Educational Studies Association of Ireland (ESAI) Annual Conference, Education as a Public Good National University of Ireland, Galway, .
	2016	Ní Bhroin, Ó. (2016) European Conference on Educational Research (ECER), Leading Education: The Distinct Contributions of Educational Research and Researchers Pedagogical approaches to developing student teachers’ reflexive practices for inclusion University College Dublin, .

Research Interests

Teachers’ interpretations of inclusion and constructions of inclusive practice for learners with special educational needs in mainstream settings
Teacher educator pedagogy for developing student teachers’ understanding of special educational needs and of their role as prospective teachers for addressing diversity and for inclusion
The impact of continuing professional development on teachers’ understanding and use of student support plans in practice
Evaluation of quality in professional preparation and development programmes for teachers and educators
Literacy for learners with special educational needs
Collaborative research across teacher education
Qualitative research theory and practice

Contract Researchers

	Researcher Name	Project	Funding Body
	Caitríona Pennycook	Quality Assessment System of In-Service Teacher Training (INSETT) Provided by the Education and Teacher Training Agency (ETTA) in Croatia

External Collaborators

	Type	Name	Company	Role
	External	Boris Vampula	Education and Teacher Training Agency	Academic
	External	Renata Ozorlic-Dominic	Education and Teacher Training Agency	Academic

Teaching Interests

General learning disabilities: implications for teaching and learning
Diagnostic assessment and individual education plans
Qualitative research methods
Supervision of research theses at masters and doctoral levels, and of projects at diploma level
Principles and concepts of special and inclusive education: implications for teaching and learning
Psychology for special educational needs
Collaboration and leadership for special and inclusive education
Literacy: theoretical foundations, developmental stages, assessment, teaching approaches and resources
Specific learning disabilities with a focus on reading disability, dyslexia, intervention and action

Modules Coordinated

Term	Title	Subject
2022	Planning, Teaching and Learning for All, 1	SI716
2022	Planning, Teaching and Learning for All, 2	SI717
2022	Principles & Concepts of SIE & Teaching	SI204
2021	Description of 2022_SI715	SI715
2022	Research Methods	SI801
2022	Principles and Concepts	SI701
2021	Learner Identity and Educ Implications	SI704
2022	Collaboration and Leadership	SI705
2021	Reflective Practice and Inquiry	SI706
2022	Assessment & Planning for Individual Needs	SI205