Mary Quirke

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• Doctor of Education
• Research Fellow at Trinity College Dublin

A conceptual framework that evolved from an exploration off the literature on Universal Design, Universal Design for Learning and Inclusion for the Further Education and Training Sector in Ireland.

This paper will explore the evolution of one of the key roles on campus for students with a disability in the context of Universal Design for Learning - that of the Disability Officer. The role of Disability Officer, while neither a teacher or a learner – is primarily occupied with all those engaged in making learning accessible. It is a role that...

There is an opportunity now to imagine the future and to consider how higher education can be transformed through innovations in teaching; developing a deeper understanding of diversity; using advances in technology and tapping into the expertise of inclusive practice developed within Disability Support Services. Disability Support Services will sh...

n 2013 Ireland's Association for Higher Education, Access and Disability (AHEAD), in partnership with the School of Nursing University College Dublin (UCD), hosted a summer school for professionals working in the Health Sciences sector who have responsibility for including students with disabilities in the health professions, including clinical pla...

This article seeks to take the positive learning from the challenges faced by students with disabilities engaged in higher education - in particular those who are blind and visually impaired – and use it to shape practice for educators who seek to engage positively in their pedagogies with these very students and their peers. The article begins by...

This blog for the Career Development Association Australia shares the story of two projects and a learning journey that has contributed to a rethink about career guidance and inclusion. To ensure an easy read, career guidance will now be referred to as guidance. https://cdaa.org.au/CDAAWebsite/Web/Blog/Posts/Redesigning-How-We-Listen---Inclusion--...

This research explores Inclusion in the Career Guidance relationship and how Universal Design (UD)and Universal Design for Learning (UDL) might be applied to Career Guidance or Guidance Counselling. The research considers Inclusive Career Guidance relationships from the perspective of disability. The research designed and adopted an Inclusive Bioec...

This chapter explores Bronfenbrenners theory and how it compares to other theories, while also aligning it with Universal Design - an interesting perspective for psychology and education students. https://books.google.ie/books?hl=en&lr=&id=OP7gEAAAQBAJ&oi=fnd&pg=PA32&dq=BRONFENBRENNER+AND+UNIVERSAL+DESIGN:+A+TALE+OF+TWO+THEORIES+FOR+INCLUSION+-+Ma...

Learning that “career” was not a definite sign in Irish Sign Language (ISL) and that “Career Guidance” was poorly understood by the Deaf community prompted a systematic literature review (SLR). An uncomfortable truth relating to Career Guidance emerged – “Inclusion” is not where we presume it to be at. This paper presents the results of the SLR an...

https://www.routledge.com/Adopting-a-UDL-Attitude-within-Academia-Understanding-and-Practicing-Inclusion/Quirke-Guckin-McCarthy/p/book/9780367684686 Adopting a UDL Attitude within Academia bridges the gap between the theory and practice of UDL (Universal Design for Learning). It guides the reader through the origins of the development of UDL as an...

This is a summary document outlining guidance, careers and the experience of Deaf community and Deaf people. For ISL version -https://www.irishdeafsociety.ie/advocacy-information/deaf-career-project/publication/

This paper explores an experience of inclusion in research and relationships. In the beginning it was a doctoral study exploring Career Guidance and Disability, but the resultant learning journey was more about inclusion; and moreover contemporary inclusive researching (Quirke & Mc Guckin, C. 2018, 2019, 2021). In the most part, inclusion in educat...

Telephone: +353 (01) 860 1878 ISBN number: 978-1-7395909-0-1 Please see https://www.irishdeafsociety.ie/advocacy-information/deaf-career-project/publication/

This chapter presents the results of a systematic review that investigated the use of mixed reality (MR) technology to assist social competence learning in mainstream education. Social competence represents our ability to interact with others and, therefore, is a key determinant for many of the possibilities that are presented to us across the life...

This case study explores how Mary Quirke aimed to engage in Inclusionary Research for her doctoral research project and how her “Inclusion as Process” approach depended on and related to an “Ethics as Process” approach. The case study explains “Inclusion as Process” as an approach to research and discusses ethical implications of particular relevan...

Having submitted in 2020 with “inclusion” as a central theme – little did the authors realise how critical this exploration would be. The paper argued the need to adopt a considered approach to “inclusion” in the contemporary world. Influenced by the significant advances in education one group demanded in the past and resultant changes in political...

The authors of this paper wish to argue that UD and UDL are broad philosophies and need to be considered as they are adopted. They cannot presume to be prescriptive and are not the end game – rather the ‘beginning’ of new discourse that has to be nurtured – particularly as we seek to include more in the “inclusion debate”. This is a research and ap...

This is a reflective journey exploring the different disciplines, research and theories that seek to inform our thinking about inclusion and in turn our experience of Universal Design and Universal Design for Learning.

This chapter focuses upon the concept of Active Distance Learning (ADL) as a pedagogical approach to designing and teaching in a remote learning setting. This concept has been developed at the University of Northampton to complement their pedagogical approach of Active Blended Learning. ADL combines sense-making activities with focused and engaging...

Inclusive practice needs to be a bigger conversation. Is it time in higher education to think more about 'inclusion' than 'inclusive practice'. Drawing on models of disability and the evolution towards a more Universal Design approach and philosophy, recent projects including the Irish FET UDL strategy and the Disability Officer role document; we e...

This paper will explore the evolution of one of the key roles on campus for students with a disability in the context of Universal Design for Learning-that of the Disability Officer. The role of Disability Officer, while neither a teacher or a learner–is primarily occupied with all those engaged in making learning accessible. It is a role that is v...

The objective of this presentation is to stimulate advisors to examine their own practices at work rather than relying on the same tried and true methods and procedures at a time when there is a greater diversity of students on campus engaging in service than ever before. While the proposal is spotlighting careers advisors, the approach recommended...

Fellow practitioners - we need to take more than a robotic approach if we are to embrace the diversity of the future. Career guidance has changed little since its origins. While it has always sought to engage with people and assist them to find their ‘vocation’͛, never before has it faced a greater diversity of people facing an uncertain future. E...

This article seeks to take the positive learning from the challenges faced by students with disabilities engaged in higher education - in particular those who are blind and vision impaired – and use it to shape practice for educators who seek to engage positively in their pedagogies with these very students and their peers. The article begins by ci...