Kathryn O'Mahony
Dr.
Kathryn completed her MSc in Applied Behaviour
Analysis at the National University of Ireland, Galway (NUIG) in 2010. Following this she received her
Board Certification as a Behaviour Analyst from the Behaviour Analyst
Certification Board (BACB) in 2011. Kathryn also holds a psychology degree from NUIG (BA
International; H.Dip Psych). Prior to joining the School of Inclusive and
Special Education, Kathryn worked as an Educational Director in special schools, working collaboratively in the
development of appropriate educational and behaviour support plans for autistic learners with co occurring needs. Teaching and research interests include teacher professional development, assessment and evidence informed practice in autism classes and special schools. Kathryn currently coordinates the Department of Education funded Induction course for teachers of learners with a severe to profound intellectual disability in the School of Inclusive and Special Education. Kathryn is also a PhD candidate at the Department of Disability, Inclusion and Special Needs ( DISN) at the University of Birmingham under the supervision Professor Karen Guldberg exploring the professional learning needs of teachers educating autistic learners with a co occurring intellectual disability.
Published Report
| Year | Publication | |
|---|---|---|
| 2024 | (2024) A Literature Review on the Inclusion of Disabled Children and Young People in Participation in Decision-Making. Department of Children, Equality, Disability, Integration and Youth (Ireland), . [Link] | |
| 2024 | (2024) Scoping Document on the Inclusion of Disabled Children and young people in Participation in Decision-Making. Department of Children, Equality, Disability, Integration and Youth (Ireland), . [Link] |
Peer Reviewed Journal
| Year | Publication | |
|---|---|---|
| 2026 | Connolly, L; O'Mahony, K; Scully, C (2026) 'A Change in Culture From It Being an Optional Extra to an Integral Part of Education-Teacher's Experiences of Teaching Relationships and Sexuality Education (RSE) to Learners With Severe/Profound Intellectual Disabilities in the Republic of Ireland'. Journal of applied research in intellectual disabilities : JARID, 39 (3). [DOI] | |
| 2025 | Kazmierczak-Murray, S.; Carey, A.; O'Mahony, K.; Povey, R. (2025) 'Conceptualising the Development of the National Guidance on the Participation of Disabled Children and Young People in Decision-Making in Ireland through the Lens of Implementation Science'. INTERNATIONAL JOURNAL OF CHILDRENS RIGHTS, 33 . [Link] [DOI] | |
| 2022 | Skehan, E and O'Mahony ,K (2022) 'An Irish Study of the Perspectives of Special Class Teachers and Special School Teachers of Toileting Differences Experienced by Children and Adolescents on the Autism Spectrum'. REACH - Journal of Inclusive Education in Ireland, 35 (2). | |
| 2021 | O Mahony, K (2021) 'Review: The Everyday Autism Handbook for Schools: 60+ Essential Guides for Staff'. REACH - Journal of Inclusive Education in Ireland, . |
Conference Publication
Conference Contribution
Commissioned Report
| Year | Publication | |
|---|---|---|
| 2024 | Kazmierczak-Murray, S.; OMahony, K.; Carey, A. (2024) Scoping Document on the Inclusion of Disabled Children and Young People in Participation and Decision-Making. Commissioned by the Department of Children, Equality, Disability, Integration and Youth, Dublin, Ireland. Dublin, Ireland: COMMREP [Link] | |
| 2024 | Kazmierczak-Murray, S.; O (2024) A Literature Review on the Inclusion of Disabled Children and Young People in Participation in Decision-Making. Commissioned by Department of Children, Equality, Disability, Integration and Youth, Ireland. Dublin, Ireland: COMMREP [Link] |
Certain data included herein are derived from the © Web of Science (2026) of Clarivate. All rights reserved.
Professional Associations
Honors and Awards
Research Interests
Augmentative and Alternative Communication Methods
Participation of children with severe and profound general learning disabilities
Education of pupils with severe and profound general learning disability
Understanding behaviour as communication: theories, assessment and intervention.
Evidence Informed Practice
Teacher professional learning for teachers in special schools and special classes
Teaching Interests
Augmentative and Alternative Communication Methods
Participation of children with severe and profound general learning disabilities
Education of pupils with severe and profound general learning disability
Understanding behaviour as communication: theories, assessment and intervention.
Evidence Informed Practice
Teacher professional learning for teachers in special schools and special classes