Michael Shevlin | Trinity College Dublin (original) (raw)

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Papers by Michael Shevlin

Research paper thumbnail of Policy and Research Context within the Republic of Ireland

Establishing Pathways to Inclusion

Research paper thumbnail of Support provision for students with Special Educational Needs in Irish Primary Schools

Journal of Research in Special Educational Needs

Research paper thumbnail of Guest Editor’s comments

European Journal of Special Needs Education

Research paper thumbnail of Parenting, autism spectrum disorders and inner journeys

Journal of Research in Special Educational Needs

Research paper thumbnail of Inclusive education in progress: policy evolution in four European countries

European Journal of Special Needs Education, DOI: 10.1080/08856257.2014.922797, Jun 23, 2014

Research paper thumbnail of Transitions to further and higher education

Research paper thumbnail of Establishing and maintaining contact between peers with and without severe or profound and complex learning difficulties

Journal of Research in Special Educational Needs, 2001

Research paper thumbnail of Special Issue: Capital and Capability: Re-imagining Social Justice in and through Education Disabling discourses and ableist assumptions: Reimagining social justice through education for disabled people through a critical discourse analysis approach

Disabling discourses and ableist assumptions: Reimagining social justice through education for disabled people through a critical discourse analysis approach

Responding to the special issue call Capital and Capability, this paper undertakes a critical pol... more Responding to the special issue call Capital and Capability, this paper undertakes a critical policy analysis of a recently published Irish labour market activation strategy for people with disabilities through a discourse analytical framework. Drawing on a disability studies lens informed by Foucault's theory of discourse, the study reveals a hegemonic policy rhetoric within the pages of this policy document that is deeply embedded in neoliberal assumptions about the role and value of education. Through a critical disability studies lens, this study draws attention to the concepts of disablism and neoliberal ableism, whilst highlighting in particular how rhetoric is a means by which ableist culture perpetuates itself. In response to the disparities surrounding the employment of disabled people, the Comprehensive Employment Strategy for People with Disabilities 2015-2024 was launched into policy in October 2015. This strategy represents a significant policy event in the Irish disability policy landscape, warranting further questioning, interrogation and analysis. This paper aims to reveal the framework of thinking that lies within the discursive contours of this strategy and to assess the implications therein for inclusive education policy and practice. In keeping with the aim of the special issue, the study explores the potential of a

Research paper thumbnail of Pupil voice and participation

The Routledge International Companion to Emotional and Behavioural Difficulties, 2007

Research paper thumbnail of School Leadership for Special Educational Needs

Leading and Managing Schools, 2011

Research paper thumbnail of Individual Education Plans in the Republic of Ireland: an emerging system

British Journal of Special Education, 2012

Research paper thumbnail of Fostering positive attitudes towards young people with the severest disabilities

Http Dx Doi Org 10 1080 0332331990180117, Jul 18, 2008

Research paper thumbnail of Investigating inclusive education in Ireland: constructing case studies for the identification of commonalities and exceptionalities

Research paper thumbnail of Curriculum Access for Pupils with Disabilities: An Irish experience

Http Dx Doi Org 10 1080 09687590120122314, Jul 1, 2010

Research paper thumbnail of Creating an inclusive school: The influence of teacher attitudes

Research paper thumbnail of Participation in higher education for students with disabilities: an Irish perspective

Http Dx Doi Org 10 1080 0968759032000155604, Oct 1, 2010

ABSTRACT Third level institutions have been encouraged to facilitate greater access and participa... more ABSTRACT Third level institutions have been encouraged to facilitate greater access and participation for people from marginalized groups who have traditionally been excluded from higher education. In Ireland, as elsewhere, people with disabilities have been included in this process. Few studies have explored the quality of access and participation for students with disabilities within higher education, and this small scale qualitative study aimed to explore this issue. Students with disabilities reported variable access experiences within higher education and physical access remains a serious obstacle to full participation. Generally, there was a low level of awareness of student needs in relation to assistive provision and assessment. A positive and informed staff/college attitude proved crucial in ensuring access and equitable treatment. This research highlights the inherent limitations in the current piecemeal institutional response to provision for students with disabilities. A comprehensive access service is required that addresses the needs of all marginalized groups and becomes an integral part of the third level institution.

Research paper thumbnail of Special Education in Ireland: At the Crossroads

Exceptionality Education Canada, 2002

Research paper thumbnail of Fostering positive attitudes : reactions of mainstream pupils to contact with their counterparts who have severe/profound intellectual disabilities

European Journal of Special Needs Education, Jun 1, 2000

Research paper thumbnail of Education and the capabilities of children with special needs

Research paper thumbnail of Investigating special educational provision in Irish mainstream schools: the perspectives of key stage holders

Research paper thumbnail of Policy and Research Context within the Republic of Ireland

Establishing Pathways to Inclusion

Research paper thumbnail of Support provision for students with Special Educational Needs in Irish Primary Schools

Journal of Research in Special Educational Needs

Research paper thumbnail of Guest Editor’s comments

European Journal of Special Needs Education

Research paper thumbnail of Parenting, autism spectrum disorders and inner journeys

Journal of Research in Special Educational Needs

Research paper thumbnail of Inclusive education in progress: policy evolution in four European countries

European Journal of Special Needs Education, DOI: 10.1080/08856257.2014.922797, Jun 23, 2014

Research paper thumbnail of Transitions to further and higher education

Research paper thumbnail of Establishing and maintaining contact between peers with and without severe or profound and complex learning difficulties

Journal of Research in Special Educational Needs, 2001

Research paper thumbnail of Special Issue: Capital and Capability: Re-imagining Social Justice in and through Education Disabling discourses and ableist assumptions: Reimagining social justice through education for disabled people through a critical discourse analysis approach

Disabling discourses and ableist assumptions: Reimagining social justice through education for disabled people through a critical discourse analysis approach

Responding to the special issue call Capital and Capability, this paper undertakes a critical pol... more Responding to the special issue call Capital and Capability, this paper undertakes a critical policy analysis of a recently published Irish labour market activation strategy for people with disabilities through a discourse analytical framework. Drawing on a disability studies lens informed by Foucault's theory of discourse, the study reveals a hegemonic policy rhetoric within the pages of this policy document that is deeply embedded in neoliberal assumptions about the role and value of education. Through a critical disability studies lens, this study draws attention to the concepts of disablism and neoliberal ableism, whilst highlighting in particular how rhetoric is a means by which ableist culture perpetuates itself. In response to the disparities surrounding the employment of disabled people, the Comprehensive Employment Strategy for People with Disabilities 2015-2024 was launched into policy in October 2015. This strategy represents a significant policy event in the Irish disability policy landscape, warranting further questioning, interrogation and analysis. This paper aims to reveal the framework of thinking that lies within the discursive contours of this strategy and to assess the implications therein for inclusive education policy and practice. In keeping with the aim of the special issue, the study explores the potential of a

Research paper thumbnail of Pupil voice and participation

The Routledge International Companion to Emotional and Behavioural Difficulties, 2007

Research paper thumbnail of School Leadership for Special Educational Needs

Leading and Managing Schools, 2011

Research paper thumbnail of Individual Education Plans in the Republic of Ireland: an emerging system

British Journal of Special Education, 2012

Research paper thumbnail of Fostering positive attitudes towards young people with the severest disabilities

Http Dx Doi Org 10 1080 0332331990180117, Jul 18, 2008

Research paper thumbnail of Investigating inclusive education in Ireland: constructing case studies for the identification of commonalities and exceptionalities

Research paper thumbnail of Curriculum Access for Pupils with Disabilities: An Irish experience

Http Dx Doi Org 10 1080 09687590120122314, Jul 1, 2010

Research paper thumbnail of Creating an inclusive school: The influence of teacher attitudes

Research paper thumbnail of Participation in higher education for students with disabilities: an Irish perspective

Http Dx Doi Org 10 1080 0968759032000155604, Oct 1, 2010

ABSTRACT Third level institutions have been encouraged to facilitate greater access and participa... more ABSTRACT Third level institutions have been encouraged to facilitate greater access and participation for people from marginalized groups who have traditionally been excluded from higher education. In Ireland, as elsewhere, people with disabilities have been included in this process. Few studies have explored the quality of access and participation for students with disabilities within higher education, and this small scale qualitative study aimed to explore this issue. Students with disabilities reported variable access experiences within higher education and physical access remains a serious obstacle to full participation. Generally, there was a low level of awareness of student needs in relation to assistive provision and assessment. A positive and informed staff/college attitude proved crucial in ensuring access and equitable treatment. This research highlights the inherent limitations in the current piecemeal institutional response to provision for students with disabilities. A comprehensive access service is required that addresses the needs of all marginalized groups and becomes an integral part of the third level institution.

Research paper thumbnail of Special Education in Ireland: At the Crossroads

Exceptionality Education Canada, 2002

Research paper thumbnail of Fostering positive attitudes : reactions of mainstream pupils to contact with their counterparts who have severe/profound intellectual disabilities

European Journal of Special Needs Education, Jun 1, 2000

Research paper thumbnail of Education and the capabilities of children with special needs

Research paper thumbnail of Investigating special educational provision in Irish mainstream schools: the perspectives of key stage holders

Research paper thumbnail of Inclusion at a Crossroads: Dismantling Ireland's System of Special Education

Education Sciences , 2021

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

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