Joe Travers's research while affiliated with Dublin City University and other places

Publications (7)

Article
Full-text available
There are few professional development courses available to teachers with a focus on meeting the special educational needs (SEN) of students in immersion education contexts worldwide. The continuous professional development (CPD) needs of immersion education teachers in SEN are under researched internationally. This study investigated the CPD needs...
Article
Full-text available
A dearth of research exists internationally as to why parents choose immersion education for their child with special educational needs (SEN). The literature available on why parents choose immersion education for the child without SEN states that bilingualism, the parent’s own personal experiences, social networks, and their love of languages are...
Book
Full-text available
This is an English translation of a CPD handbook developed for teachers in Irish-medium/Gaeltacht schools to help them support students with special educational needs learning through Irish.
Chapter
Full-text available
This is a short course CPD course developed to help teachers in primary and post-primary Irish-medium and Gaeltacht schools to meet the special educational needs of their students. At present it is only available through the medium of Irish but much of the content is transferrable to other immersion education contexts as well as students learning t...
Article
p style="text-align: justify;">This article contributes to the evidence base on the significance of context in enacting social justice leadership. It draws on data from the International School Leadership Development Network of 20+ countries who adopted a common qualitative approach involving interviews with principals identified as being social ju...
Article
Full-text available
This study investigates the assessment methods used in Irish immersion schools to identify students for additional teaching support. An overview is provided of the percentage of students receiving additional teaching support in this context and whether there is a higher rate of students accessing additional teaching support in Irish immersion schoo...
Article
Full-text available
While inclusion has generally been accepted as orthodoxy, a knowledge – practice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is underpin...

Citations

... The other most frequently reported categories of SEN are Dyspraxia (DCD), ASD, EBD, and Specific Speech and Language Disorder (SSLD) [11,20]. It was estimated that for the school year 2017-2018, 16.57% of students enrolled in these primary schools received additional teaching support from the special education teacher [21]. This figure is higher than that of 13% (n = 1719) estimated previously by Nic Gabhann [22] for IM schools in the RoI. ...
... Practitioner cognition is viewed as having personal, situated and distributed dimensions within nested activity systems at classroom, organisation and community levels (Opfer and Pedder, 2011), with fundamental shifts in cognition emerging from these "practice-complexes" (Watson, 2014). This is conceptualised as reciprocal interaction between new knowledge, reflection on existing beliefs and assumptions, and experimentation with practice that aids retrieval of what has been learned and ensures its practical application (Brennan et al., 2019;Rouse, 2008). ...