Learn Journal

2007 – 2018

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Guidelines for submitting an article to Learn Journal

Learn 2021

  • Learning as participation: responding to the challenge of the new Primary Language Curriculum – David Little and Déirdre Kirwan
  • Supporting students with dyslexia in the context of the Primary Language Curriculum  – Lauren Scanlon and Patrick Burke
  • Cracking the Code: Early-Reading Indicators, Text Characteristics and The Lexile Framework for Reading in Primary and Post-Primary Schools in Ireland -Edmond Scannell
  • Using Visual Schedules to Support Children with Autism Spectrum Disorder – Amy Curtin and Stella Long
  • An Exploration of the Facilitators and Barriers to the Use of Therapeutic Intervention in Irish School Psychology Services
    – Orla Murphy and Fionnuala Tynan
  • The Collaborative and Proactive Solutions (CPS) Model as an Effective Intervention for Youth who Present with Behaviour that
    Challenges: A Review – Edel Higgins

Learn 2020

  • The Transformative Power of Child Voice for Learning and Teaching in Our Classrooms: Signposts for Practice from Research Findings in a Primary School in Ireland – Sorcha Turner, Emer Ring and Lisha O’Sullivan
  • Best Practice Guidelines for Multilingual Children: A Cross-Disciplinary Comparison – Duana Quigley, Fíodhna Gardiner-Hyland, Deirdre Murphy and Ciara O’Toole
  • Converting Plurilingual Skills into Educational Capital – Déirdre Kirwan
  • Engaging Multilingual Families in the US: Research and Practice for Educators – Maria R. Coady and Raisa Ankeny
  • Guided Repeated Reading: Supporting the Development of Reading Fluency for Pupils with Reading Difficulties in the Primary School Classroom – Louise Barr and Aoife Brennan
  • Primary Teachers’ Conceptualisations of Exceptionally Able Pupils – Eithne Uí Chonaill

Learn 2017

  • Mindfulness in Schools – A Tentative Welcome – Helen Byrne
  • Whole-school positive mental-health implementation: from aspiration to reality – Patsy McCaughey
  • The Instructional Leadership Programme and its contribution to supporting learning for all – Finn Ó Murchú, Joan Russell and Barrie Bennett
  • ‘Look at us together’ Including pupils with autism in music classes – Ailbhe O’Halloran and Fiona Jennings
  • Only Four Parents Mentioned ‘Play’: Implications from a National School Readiness Study in Ireland for Children’s Learning in the Early Years of Primary School – Emer Ring and Lisha O’Sullivan
  • The Primary Language Curriculum in the context of inclusive education – Conall Ó Breacháin and Fionnuala Drudy
  • Training in the Administration and Scoring of TEST2r – Pauline M. Cogan 

Learn 2018

  • Psychological Capital and the Positive School Environment – Jacinta M. Kitt
  • Addressing the Wellbeing of Learners with Complex Special Educational Needs: Using Junior Cycle Level Two Learning
    Programmes for explicit teaching of wellbeing for wellbeing – Nicola Mannion and Johanna Fitzgerald
  • An Exploration of the Transition from Post-primary to Third Level Education Settings for Students with Special
    Educational Needs – Martha Daly and Kevin Cahill
  • “It’s very hard to know how much is the EAL and how much is the learning difficulty”: Challenges in organising support
    for EAL learners in Irish primary schools – Fíodhna Gardiner-Hyland and Patrick Burke
  • Facilitators of Change: Irish Teachers’ Perspectives and Experiences of Including Students with Special Educational
    Needs in the Mainstream Infant Classroom – Louise Curtin and Margaret Egan
  • Using Response Boards to Promote Active Student Responding in a Special School Class – David Lavin and Patricia Daly
  • Exploring the Social Construction of Dyslexia – Trevor O’Brien
  • Intergenerational Learning: How to Develop Civic Literacy in young children – Marie Hanmore-Cawley 

Learn 2015

  • Supporting Provision for Exceptionally Able and Dual Exceptional Students: The Equality of Challenge Initiative – Tom Daly
  • Peer Tutoring: An Effective Strategy Offering Real Potential – Catherine Flanagan
  • Consulting with Groups of Teachers – Mary Nugent, Valerie Jones, Theresa Thornton and Theresa Tierney
  • An Investigation into the Effectiveness of Cognitive Self-Instruction on Challenging Behaviour as part of Whole School Positive
    Behaviour Support – Patricia Leahy and Margaret Egan
  • An Evaluation of the FRIENDS for Life Programme in an Irish Primary School – Edel Higgins and Marie Hayes
  • A Word Study Approach to Co-teaching for Spelling – Ellen Reynor
  • There is more to numeracy than meets the eye – Jerry McCarthy
  • Making Use of High Quality Assessment Data to Inform Learning Support Provision for Struggling Readers in a Secondary School – Diarmuid O’Rourke
  • TEST 2r: Early Screening for Reading and Writing Difficulties – Pauline M. Cogan
  • Digital Literacy: Access, Participation and Communication for the ‘Non-Literate’ in the New Digital Age – Tom Daly 

Learn 2016

  • Working Memory, Academic Attainment and Special Education Needs: Part One – Tomás Mac An Bhreithiún
  • The Role of Levelled Readers in Supporting the Development of Literacy – Bairbre Tiernan
  • Training teachers to be school-based consultants: How to get started – Paula Long and Joan Tiernan
  • Peer Assessment: A Powerful and Liberating Learning Strategy – Joe Flynn, Grainne Barry, Anthony Doogan and Anne Marie Luby
  • Planning School Transitions for Young People with Special Educational Needs and Disabilities: A Model of Practice – Alison Doyle
  • Emotions and Social Problem Solving: Using the Secret Agent Society Computer Game with a Pupil with an Autism Spectrum
    Disorder in an Irish Mainstream School Setting – Anna Marie Cullen
  • Record of an Intervention Introduced to Support a Student with Persistent Behavioural Difficulties – John Cullinane
  • Implementing Peer and Self-assessment in Physical Education with Students of Low-achievement Grades: A Teacher’s Perspective – Rosemary Keegan
  • Using a project-based learning approach to develop the critical literacy of young students experiencing difficulties with EAL
    – Gina Potts
  • An Effective Spelling Intervention Programme – Eileen O’Sullivan 

Learn 2013

  • Interrogating and Giving Meaning to Numeracy – Jerry McCarthy
  • Improving reading skills for older struggling readers – Yvonne Mullan
  • Handheld Devices – Improving the Experience of First Year in Post Primary – Diarmuid Mooney
  • Differentiated spelling instruction using co-teaching – Thérèse Mariè Vahey
  • The Importance of Fine Motor Skills – Brendan Culligan
  • An investigation into the effectiveness of a six week paired reading intervention, using cross age peer tutors,
    on a student’s reading development – Joe O Riordan
  • STEM to STEAM – Vital Life Skills are learned through Arts Education – Michael O’Reilly
  • Differentiation in the Classroom: Making it Meaningful and Manageable for All – Thérèse McPhillips 

Learn 2014

  • Is the Role of ILSA Relevant in 2014? – Sr. Thomasina Cosgrave
  • From Remedial To Learning Support: 50 Years A-Growing – Denis Burns and Dr Dan O’Sullivan
  • Concerns-Based Adoption Model (CBAM): A useful tool in a time of change? – Finn Ó Murchú
  • In-class Support: Investigating the Impact of Station Teaching on Reading Attainment – Martina Horkan and Bairbre Tiernan
  • Exploring the Macro Thesis of School-Wide Numeracy Development – Jerry McCarthy
  • Teaching Comprehension to Pupils with Learning Difficulties – Aoife Brennan
  • Words Matter: Learning Support for the Vocabulary of Struggling Readers – Ellen Reynor
  • The Role of Drama in Supporting the Literacy Needs of Children with Dyslexia – Patti Roche
  • Social Media: Challenges for those working with children with SEN – Maureen Griffin
  • Making Sense of Psychological Reports: Teacher and Parent Perspectives – Mary Nugent, Aideen Carey, Ciara De Loughry, Mary Sherwin and Antoinette Rush 

Learn 2011

  • The Ongoing Tensions Between Theory and Practice in Mathematics Education – Florence Gavin
  • Revisiting and Extending the Grand Narratives of Teaching – Jerry McCarthy
  • Four Years Later – Yvonne Mullan
  • Supporting the Maths Difficulties of Children with Dyspraxia/DCD in Irish Primary Schools – Catherine Sweeney
  • A Social Developmental Approach to Teaching Young Children with ASD – Mary McKenna
  • Look at the past, organise for the present and plan for the future… – John Phayer
  • Evidence based interventions in primary mathematics – Joseph Travers
  • Dual Exceptionality: Identifying Exceptional Ability with Dyslexia – Jean Johnston
  • Comparing five interventions for struggling readers in Ireland: Findings from four years of action research – Mary Nugent
  • Working memory training improves arithmetic skills and verbal working memory capacity in children with ADHD – Magnus Ivarsson & Stefan Strohmayer 

Learn 2012

  • Learning to Draw / Drawing to Learn – Michael O’Reilly
  • The inclusion of pupils with autistic spectrum disorder within the primary school: a comparative study of inclusive practice across four schools with two different models of provision – Michelle Dunleavy
  • A Simple Measurement Task – Florence Gavin
  • The Contribution of TEST 2r to Assessment and Learning in the Early Years Classroom  – Pauline Cogan
  • The Impact of Context and Authenticity in Numerical and Mathematical Word Problems – Jerry McCarthy
  • An analysis of Microsoft PowerPoint 2007 as a teaching and learning tool for mainstream and SEN pupils – John Phayer
  • Some Thoughts on the Professional Development of Learning- Support/Rescource Teachers – Anne English
  • Developing Numeracy and Problem-Solving Skills – A Balanced Approach – Catherine Flanagan
  • Safeguarding Inclusive Education in a Time of Austerity – Joseph Travers
  • How Studies in Neuroscience Can Inform Teaching and Learning – Fiona O’Connor
  • Differentiating for Language and Literacy Within Subject Areas in Post-Primary Schools – Ann Marie Farrell
  • Movement and Learning – Colette Nic Sitric 

Learn 2009

  • Using ICT for supplementary reading instruction – Marty Hollan
  • What is left out of the debate on Education? – Rosemary Sage
  • Individualising Spelling – Brendan Culligan
  • Why Maths Education isn’t Working. A View from England – Steve Chinn
  • Peer Tutoring: An Inclusive Approach to Supporting Reading: Case study in five disadvantaged schools – Fiona King & Alison Gilliland
  • Investigating Dualisms in Teaching and Learning – Jerry McCarthy Using Live Modelling to Teach Behavioural Chains
    – Patricia M. Daly & Christy Demetry
  • Team-teaching: Supporting student and teacher learning in post-primary classrooms – Finn Ó Murchú
  • Asperger’s Syndrome :Transitions from primary to secondary school – Tomás Mac An Bhreithiún 

Learn 2010

  • Partnership – What teachers think: An Investigation into Teachers’ Attitudes towards Parental Involvement – Brian Mac Giolla Phádraig
  • Delivering Learning Support Programmes in a Community-based Setting – Thomasina Cosgrave
  • The Developing Role of the Special Needs Assistant Supporting Pupils with Special Educational Needs
    in Irish Mainstream Primary Schools – Rohana Mohd Salleh 
  • Good Teaching and EAL Students in Post-primary Schools – Zachary Lyons
  • The role of Education Centres in delivering ICT in SEN as part of a Continuing Professional Development programme for primary and secondary school teachers – John Phayer 
  • Developing Effective Instructional Strategies for Teaching in Inclusive Classrooms – Donna McGhie-Richmond, Kathryn Underwood & Anne Jordan
  • Inclusion: lessons from the children – Phyllis Jones
  • The efficacy of phonological awareness training in a Speech and Language Class setting and in a mainstream class – Jean Smyth
  • Empowering Pupils and Teachers Through the Establishment of Teacher Learning Groups – Seán O’Leary, Laura Silke, Evelyn Jackson & Caroline Ní Shé
  • Students’ Experiences of Co-Teaching in a Post-Primary School in Ireland – Susan McNamara & Therese Day 

Learn 2007

  • Making sense of “inclusion”: What is it and where does it come from? – Bill Sadler
  • A Continuum of Provision – Therese Day
  • Reinterpreting Inclusion: Putting Participation at the Heart of the Agenda – Richard Rose 
  • Co-teaching: Why and How? – Fiona King 
  • The Trails and Triumphs of the Assistive Technology package TextHelp® on Dyslexic students at Third Level – John Phayer.
  • Emotional Literacy in Primary School – An Holistic Approach – Margaret Egan 
  • Old Friends are Best: (In Praise of Learning Laboratories) – Jerry Mc Carthy
  • Challenging Behaviour in Schools: Can Mainstream meet the Challenge? – John Visser
  • Reflections on Teacher Education in Special Educational Needs in Ireland – Elizabeth O’Gorman 
  • Inclusion as Pedagogy: Teaching all Learners – Máirín Barry

Learn 2008

  • Painting a Picture of Inclusion – Sean O’Leary & Ann Whitty 
  • English Language Support at Post-Primary Level: a contribution from the Trinity Immigration Initiative
    – David Little
  • Learning about Learning: Are We There Yet? – Jerry McCarthy
  • Building the Perceived Social Support of Adolescents Via The Classroom – Cormac Forkan
  • Using Research As A Tool To Understand Behaviour – Claire W. Lyons
  • Motivation and Literacy – why academic motivation declines in adolescent years and strategies for improving it – Catherine Flanagan
  • Including Children with Dyspraxia/DCD in Irish Primary Schools – Catherine Sweeney
  • A Rough Guide to Reading Partners – A cross-age, peer tutoring approach – Mary Nugent 
  • Cross-Age Peer Reading in a Secondary School – An Evaluation – Mary Nugent and Pat Devenney
  • The Range of Difficulties which Third Level Dyslexic students experience at College – John Phayer