Geraldine M. Scanlon
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View article: 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
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 Open
This paper explores the pre-transition preparation experiences of parents of 6th class children from two single sex primary schools in an area of social disadvantage in the Republic of Ireland. The findings are taken from a larger commissi…
View article: Together from kindergarten: exploring quality to inform inclusion in early childhood settings in Bulgaria
Together from kindergarten: exploring quality to inform inclusion in early childhood settings in Bulgaria Open
The Bulgarian Government has made a commitment to inclusive early childhood education and care (ECEC) systems for children with special educational needs and disabilities (SEND). High-quality ECEC settings are more inclusive and responsive…
View article: Attitudes of teachers in Bulgarian kindergartens towards inclusive education
Attitudes of teachers in Bulgarian kindergartens towards inclusive education Open
The purpose of this paper was to determine the readiness of kindergarten teachers in Bulgaria in anticipation of impending inclusion-driven reforms in the education system. Data on 922 kindergarten teachers' attitudes towards inclusion acr…
View article: Transition stories: Voices of school leavers with intellectual disabilities
Transition stories: Voices of school leavers with intellectual disabilities Open
Accessible summary This paper focuses on the transition stories of young people with intellectual disabilities. People with intellectual disabilities have the lowest participation rates in further education training and employment. A model…
View article: Obstacles, obligations and optimism: enhancing transition(s) to employment for people with disabilities in a post-COVID context
Obstacles, obligations and optimism: enhancing transition(s) to employment for people with disabilities in a post-COVID context Open
The global lockdowns of 2020 associated with COVID-19 have highlighted how, with
\nsufficient impetus, employers can innovate with telecommuting and other
\naccommodations that offer new forms of employment, and new potential for employmen…
View article: The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland
The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland Open
Several gaps exist in the standardised assessment of pupils with Special Educational Needs and Disabilities ( SEND ) in the Irish mainstream education context at the point of transition from primary to post‐primary school. These gaps may l…
View article: Whose Choice Is It Anyway? Developing a Model of Supported Transition for Young People With Intellectual Disabilities Leaving School
Whose Choice Is It Anyway? Developing a Model of Supported Transition for Young People With Intellectual Disabilities Leaving School Open
View article: Clozapine Patients at the Interface between Primary and Secondary Care
Clozapine Patients at the Interface between Primary and Secondary Care Open
Patients receiving clozapine must undergo routine blood monitoring to screen for neutropenia, and to monitor for potential agranulocytosis. In Cork University Hospital, Cork, Ireland, clozapine is dispensed in the hospital pharmacy and the…
View article: Modifying executive function and self-regulatory behaviours in developmental dyslexia: cognitive and neural bases of response inhibition
Modifying executive function and self-regulatory behaviours in developmental dyslexia: cognitive and neural bases of response inhibition Open
Dyslexia is characterised by impaired reading, but socio-emotional problems typically co-occur (1). It is also associated with response inhibition (RI) impairments at the behavioural (2,3) and neural levels as indexed by reduced response-i…