Researcher Details |

Neil Kenny

Dr. Neil Kenny is an Assistant Professor and researcher with expertise in Autism research, inclusive qualitative research, and participatory research. He is programme chair of the Master of Education in Autism (MEdA) at the School of Inclusive and Special Education at DCU.

He holds a range of qualifications in Education and Psychology, including a B.A. (psych) from U.C.D. (2000) and a PhD. from Maynooth University (2010). Additionally, he completed the Specialist Diploma from the University of Limerick (2014).

Dr Kenny has an active research agenda and his work has been funded by the Irish Research Council, The National Council for Special Education, and the EU ERASMUS+ programme.

Peer Reviewed Journal

	Year	Publication
	2023	Kenny N; McCoy S; O’Higgins Norman J. (2023) 'A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision'. Odgojne znanosti/Educational Sciences, 13 (9:959). https://doi.org/10.3390/educsci13090959
	2023	Rice C; Kenny N; Connolly L. (2023) 'Exploring the Attitudes of School Staff towards the Role of Autism Classes in Inclusive Education for Autistic Students: A Qualitative Study in Irish Primary Schools'. Odgojne znanosti/Educational Sciences, 13 (9:889). https://doi.org/10.3390/educsci13090889
	2023	O’Neill C; Kenny N. (2023) '“I Saw Things through a Different Lens…”: An Interpretative Phenomenological Study of the Experiences of Autistic Teachers in the Irish Education System'. Odgojne znanosti/Educational Sciences, 13 (7:670). https://doi.org/10.3390/educsci13070670
	2023	Tiernan, P.; Kenny, N.; McCarron, A. (2023) 'Editorial Crossroads: Collaboration at the Intersection of Pandemic and Post-Pandemic Times'. Education Sciences, 13 (1). [Link] https://doi.org/10.3390/educsci13030288
	2023	Kenny, N.; Doyle, A.; Horgan, F. (2023) 'Transformative Inclusion: Differentiating Qualitative Research Methods to Support Participation for Individuals With Complex Communication or Cognitive Profiles'. International Journal of Qualitative Methods, 22 (1). [Link] https://doi.org/10.1177/16094069221146992
	2023	Horgan, F.; Kenny, N.; Flynn, P. (2023) 'A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools'. Autism, 27 . [Link] [DOI]
	2023	Dupont, M.; Scanlon, G.; Doyle, A.; Kenny, N.; Flynn, P. (2023) 'The Pre-transition Experiences of Parents of Pupils with Additional Needs Moving from Primary to Post- primary School in an Area of Social Disadvantage in Ireland'. International Journal of Educational and Life Transitions, 2 (1):1-17.
	2022	Doyle, A., & Kenny, N. (2022) 'Mapping experiences of pathological demand avoidance in Ireland'. Journal of Research in Special Educational Needs, . https://doi.org/10.1111/1471-3802.12579
	2022	Egan, C. & Kenny, N. (2022) '“A different world” – Supporting self-efficacy among teachers working in special classes for autistic pupils in Irish primary schools'. REACH - Journal of Inclusive Education in Ireland, .
	2022	Shiels, T., Kenny , N., Shiels, R., & Mannix-McNamara , P. (2022) 'Transmethodology: an innovative research approach for inclusion studies for those with Traumatic Brain Injury'. Dansk Teologisk Tidsskrift, 22 (2):304-340. [Link] https://doi.org/10.7146/ocps.v22i.133195
	2022	McGrath, L. & Kenny, N. (2022) 'Teacher experiences of using the Aistear Early Childhood Education Curriculum to support inclusion for autistic pupils within Irish mainstream primary schools'. REACH - Journal of Inclusive Education in Ireland, .
	2021	Shiels, Teresa; Kenny, Neil; Shiels, Roy; Mannix-McNamara, Patricia (2021) 'Incivility in Higher Education: Challenges of Inclusion for Neurodiverse Students with Traumatic Brain Injury in Ireland'. Societies, 11 (2):60-75. [Link] [DOI]
	2020	Kenny, N., McCoy, S., & Mihut, G. (2020) 'Special Education Reforms in Ireland: Changing systems, changing schools'. INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION (ONLINE), .
	2018	Hearne, L., King, P., Geary, T. & Kenny, N. (2018) 'Science of the singular'; An explanatory single case study of whole school guidance counselling in Ireland'. International Journal for Educational and Vocational Guidance, .
	2017	O' Flaherty, J., McCormack, O., Gleeson, J., O’Reilly, B., O’Grady, E.. & Kenny, N. (2017) 'Developing the characteristic spirit of publicly managed schools in a more secular and pluralist Ireland'. Cambridge Journal of Education, .
	2014	Kenny, N; Barnes-Holmes, D; Stewart, I (2014) 'Competing Arbitrary and Non-Arbitrary Relational Responding in Normally Developing Children and Children Diagnosed with Autism'. Psychological Record, 64 :755-768. [DOI]
	2014	Kenny, N; Devlin, S; Barnes-Holmes, D; Barnes-Holmes, Y; Stewart, I (2014) 'Competing Arbitrary and Nonarbitrary Stimulus Relations: The Effect of Exemplar Training in Adult Participants'. Psychological Record, 64 :53-61. [DOI]
	2009	McGarrell, M; Healy, O; Leader, G; O'Connor, J; Kenny, N (2009) 'Six reports of children with autism spectrum disorder following intensive behavioral intervention using the Preschool Inventory of Repertoires for Kindergarten (PIRK (R))'. Research in Autism Spectrum Disorders, 3 :767-782. [DOI]

Other Journal

	Year	Publication
	2023	O'Neill, C.; Kenny, B. (2023) 'What do autistic teachers have to say about working in Irish schools?' RTE Brainstorm, .
	2023	O’Neill, C.; Kenny, N. (2023) 'Knowledge of Autism' Encyclopedia, . [Link]
	2022	Shiels, T., Kenny, N. Shiels, R. & Mannix McNamara, P. (2022) 'Transmethodology: An innovative research approach for inclusion studies for those with Traumatic Brain Injury' OUTLINES – CRITICAL PRACTICE STUDIES, 22 :304-340. [Link] https://doi.org/10.7146/ocps.v22i.133195
	2017	Hearne, L., King, P., Geary, T. & Kenny, N. (2017) ''Whole school approach'' (47) .
	2008	Healy, O., Leader, G., O Connor, J., & Kenny, N. (2008) 'Three years of intensive applied behaviour analysis: A case study. Journal of Early Intensive Behavioral Intervention' 5 (1) :422-22. [Link]

Conference Publication

	Year	Publication
	2018	Kenny, N. (2018) Ireland International Conference on Education (IICE-2018) - Keynote address *Voicing inclusion: Exploring the experiences of students with autism in mainstream schools* Dublin, 24/04/2018- 25/04/2018

Conference Contribution

	Year	Publication
	2018	Kenny, N & Bulman, C (2018) Inclusive Education : Perspectives on higher and further education Further Education and Training - Conference Naas, .
	2017	Kenny, N (2017) Bullying, Autism, and Mainstream Education Disablist Bullying - Strategies for Prevention & Socialisation The Helix, DCU, 04/12/2017-04/12/2017.
	2016	King, P., Hearne, L., Geary, T. & Kenny, N. (2016) Conference of the International Association of Educational and Vocational Guidance (IAEVG) Promoting Equity through Guidance: Reflection, Action, Impact A Case Study Analysis of a Whole School Approach to Guidance Counselling in the Irish Post-Primary Sector Madrid, Spain, 01/11/2016-.
	2016	King, P., Hearne, L., Geary, T. & Kenny, N. (2016) European Conference for Educational Research - Leading Education: The Distinct Contributions of Educational Research and Researchers A Whole School Approach to Guidance Counselling in the Irish Post Primary Sector: Findings from a Holistic Single Case Study UCD, Dublin, .
	2016	Hearne, L., King, P., Geary, T. & Kenny, N. (2016) ECER 2016 UCD, Dublin A Whole School Approach to Guidance Counselling in the Irish Post Primary Sector: Findings from a Holistic Single Case Study Dublin, .

Published Report

	Year	Publication
	2020	Doyle, A., Kenny, N., & McNally, S. (2020) Mapping Experiences of Pathological Demand Avoidance in Ireland. PRISM DLR, . [Link]
	2016	Hearne, L., King, P., Geary, T., & Kenny, N., (2016) A Case Study Analysis of a Whole School Approach to Guidance Counselling in a Voluntary School in the Irish Post Primary Sector. University of Limerick, . [Link]
	2016	Kenny, N & Young, K. (2016) An Investigation of unaccredited CPD training for Teaching and Learning Professionals across a sample of higher education institutions in Ireland. National Forum for the Enhancement of Teaching and Learning in Higher Education, . [Link]
	2014	Young, K, Mannix-McNamara, P., Kenny, N. & Moynihan, S. (2014) Evaluation of the “Lets learn about drugs together” programme. University of Limerick/ Mid-Western Region Drugs Task Force, .
	2014	N, Kenny, O’ Flaherty, J., O’Grady, E, Mc Cormack, O. & O’ Reilly, B (2014) Values and Moral Education in Publically-Managed ETB Schools. ETBI, .
	2013	O’Grady, E, Kenny, N., Mc Cormack, O, Ryan, P, & Power, M. (2013) Evaluation of the Class of 2014 Programme. University of Limerick Access office/ Department of Education & Skills, .
	2021	Kenny, N.; Doyle, A.; Horgan, F.; Gormley, L. (2021) An Evaluation of the Blossom Ireland Personal Empowerment Programme. Dublin City University, .

Guidelines for Practice

	Year	Publication
	2020	Doyle, A. & Kenny, N. (2020) Supporting individuals with PDA in Higher Education. GFP [Link]
	2020	Doyle, A. & Kenny, N. (2020) Evidence informed advice for working with children, young people & adults with PDA in clinical settings. GFP [Link]
	2020	Doyle, A., & Kenny, N. (2020) Evidence informed advice for parents by parents for supporting children with PDA. GFP [Link]
	2020	Doyle, A. & Kenny, N. (2020) Evidence-Informed Guidelines for supporting individuals with PDA as support workers. GFP [Link]
	2020	Doyle, A. & Kenny, N. (2020) Evidence informed advice for supporting children with PDA in Primary School settings. Dublin: GFP [Link]
	2020	Doyle, A. & Kenny, N. (2020) Evidence-Informed advice for supporting young people with PDA in secondary school. GFP [Link]
	2020	Doyle, A. & Kenny, N. (2020) Evidence-informed guidelines for practitioners supporting individuals with PDA in adult services. GFP [Link]

Book Chapter

	Year	Publication
	2023	Doyle, C.; Kenny, N. (2023) 'Children and adolescents with Intellectual Disabilities' In: Fundamentals of Intellectual Disability: Health and Social Care Across the Lifespan. Berlin : Springer.
	2024	Neilson, S.; Kenny, N (2024) 'Visually mapping the interplay between pandemic interest groups and ‘the vulnerable’ in newspaper accounts, 2018-2022' In: Ali, D., and Kara, H. (Eds). Handbook of Creative Data Analysis. Bristol : Bristol University Press.
	2024	Kenny, N.; Doyle, J. K.,; O'Kelly,J.; Neilson, S.,; Earley, F.; McDonald, J. (2024) 'Exploring the paradigm of co-produced autism research within the context of the COVID pandemic' In: Including Voices: Respecting the Experiences of Individuals from Marginalised Communities. England : Emerald Insights.

Other Publication

	Year	Publication
	2023	Kenny, N.; O'Reilly, S.; Jones, E. (2023) Scoping Review Report on Peer-Led Bullying prevention programmes differentiated for Children and Young People with SEN/D.

Professional Associations

	Association	Function	From / To
	Psychological Association of Ireland	Member	-

Committees

	Committee	Function	From / To
	Camphill Community, Mountshannon.		-

Employment

Employer	Position	From / To
Institute of Technology, Blanchardstown	Lecturer in Psychology	04/09/2011 - 12/09/2012
University of Limerick	Post-doctoral researcher	08/01/2016 - 12/05/2016
University of Limerick	Lecturer in Special Education - Psychology	03/09/2012 - 19/12/2014

Education

	Start date	Institution	Qualification	Subject
		University College Dublin	B.A. (Hons)
		Dublin Institute of Technology	Diploma
		Maynooth University	PhD
		University of Limerick	H.Dip. in Ed. (Post grad Diploma in Further and Higher Education)
		Waterford Institute of Technology	Diploma

Research Interests

Autism
Autism Co-Research and Participatory Research approaches

Qualitative research with complex participant populations

Interpretative Phenomenological Analysis.

Research Projects

Title	Role	Description	Start date	End date
Young Ambassadors Against Bullying	DCU-PI	This project will provide proper, innovative and continuing support to both learners with disabilities/special needs and learners without special needs and those who seek to educate/work with them in order to tackle bullying/cyberbullying issues, improve socialisation, reduce marginalisation and ease both their lives in school and their migration into adulthood and the working world, to allow them to enjoy fully rounded lives and contribute more widely to society. It will also provide support to and input for training, educators and trainers in promoting equity, diversity, and inclusion in learning through educational institutions and wider society, via more in-depth understanding and work with individuals with disabilities, and the provision of training/educational materials.	01/03/2022	01/08/2024
A Co-Produced Exploration of the experiences of Autistic Students enrolled in an Irish Higher Education Institution.	Project coordinator.	This co-produced research project explores the experiences of Autistic students enrolled in an Irish higher education institution. The project aims to explore their experiences of university and their views of how Irish higher education could support autistic students.	01/04/2021	08/04/2022
A co-produced exploration of the experiences of Autistic academic staff working in Irish Higher Education	Project coordinator.	This co-produced mixed method study is planned, developed and conducted in collaboration with members of the autistic community and with the DCU autism friendly project coordinator. It aims to explore the experiences of autistic individuals working in academic roles in Irish higher education, their views of disclosure, available supports, and the challenges to face.	04/02/2022	01/08/2022
Evaluation of the School Inclusion Model	DCU PI	This study, commissioned by the National Council for Special Education, will evaluate the Special Needs Assistant (SNA) scheme and the pilot of the School Inclusion Model (SIM). The SIM pilot commenced in September 2019, across 75 primary and second-level schools, providing a continuum of services within an inclusive school context to identify and meet the care needs of students. A mixed-method in-depth evaluation of the SIM trial will examine the voices of stakeholders – including students with additional needs – through surveys, teacher-on-pupil questionnaires, interviews and focus groups. The evaluation will document the fidelity of the pilot implementation across schools using secondary data provided by the NCSE and surveys with principals and key personnel. In depth data collection will take place in case study schools, selected to allow insight into variations in experiences and practice across different school settings.	01/09/2022	01/09/2023
Mapping Experiences of Pathological Demand Avoidance in Ireland	DCU PI		01/05/2019	31/01/2020
Transition from primary to secondary school in the Dublin 1 area	Co-Researcher		27/10/2017	31/08/2018
An Investigation of unaccredited CPD training for Teaching and Learning Professionals across a sample of higher education institutions in Ireland.	Principal Investigator		01/01/2015	21/08/2015
A Case Study Analysis of a Whole School Approach to Guidance Counselling in a Voluntary School in the Irish Post Primary Sector.	Post Doctoral Researcher		09/01/2015	16/05/2016
Evaluation of the “Lets learn about drugs together” programme.	Co-Researcher		11/05/2014	27/11/2014
The Moved to Dance Project	Principal Investigator		01/03/2014	15/08/2014
Values and Moral Education in Publicly-Managed ETB Schools.	Co-Researcher		18/05/2014	28/10/2015
The Kindness of Strangers	Co-Researcher		21/03/2019	26/04/2019

Contract Researchers

	Researcher Name	Project	Funding Body
	Teresa Sheils	An exploration of the Lived experiences of inclusion for students with Traumatic Brain Injury in Third Level Education in Ireland
	Siobhan O'Reilly	Young Ambassadors Against Bullying

Current Postgraduate Students

	Student Name	Degree	Supervision
	Horgan ,Finbar	PhD	Supervisor

Internal Collaborators

	Type	Name	Company	Role
	Internal	National Anti-Bullying Centre	DCU	Academic

External Collaborators

	Type	Name	Company	Role
	External	Professor Patricia Mannix-McNamara	University of Limerick	Academic
	External	Professor. Selina McCoy	ESRI	Academic

Modules Coordinated

	Term	Title	Subject
	2022	Dissertation	SI711