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Professor Michael Shevlin

Professor (Education)
ARTS BUILDING
      
Profile Photo

Professor Michael Shevlin

Professor (Education)
ARTS BUILDING

 mshevlin@tcd.ie

 3531896 2623


  Special Needs Education
Details Date
Editorial Advisory Board of Journal of Research in Special Educational Needs (international publication).
Advisory Board of Sunfield Research Institute (Birmingham, UK)
Advisor to Sage Publications on new handbook-The Handbook of Special Education 2004-5
Advisor to Equality Authority on educational issues concerning young people with disabilities.
Advisor to Down Syndrome Ireland in research project on inclusion.
Advisor to Down Syndrome Ireland in research project on access to higher education for people with learning difficulties.
N.C.E.A. Extern Examiner (Special Education) St. Nicholas Montessori College, Dublin 2000-3.
The Centre for the Study of Developmental Disabilities: University College Dublin (Member of the Advisory Group and contributor to postgraduate course) 1998-2005.
The Open Training College (Member of Academic Council). 1999-2002
National Association for Adult Literacy Blanchardstown. Education Consultant. 2002-4
Special Olympics Ireland. Education Consultant. 2001-2003
An Post Disability Awareness. Education Consultant. 2002
The Drake Music Project: enabling disabled people to make music through technology (Trustee). 1998-2005
The Puffin House Trust: providing a breakaway scheme for people with learning difficulties (Trustee). 1999-2005
Board of Management of a special school. 1993-2000
Details Date From Date To
National Council for Special Education 2004 2008
North-South committee on special education in Initial Teacher Education 2004 2004
Appeals Committee-Exclusion of pupils from schools (Department of Education and Science) 2002 Present
CEDR network to examine the impact of disadvantage in education 2002 2003
Arts & Disability sub committee of Arts Council 1996 1997
Special Education Review Committee 1991 1993
Creating Inclusive University Experiences: A Bio-Ecological Perspective in, editor(s)C. Rogers-Shaw, T. Williams Park, K. Mohney, & K. Sheward , Fostering a Community of Success for Neurodivergent Collegiate Students, Hershey, PA, IGI Global Scientific Publishing, 2025, pp151 - 186, [Aoife Mary Lynam, Conor McGuckin, Jennifer M. Banks, Marie Devitt, Michael Shevlin, Des Aston, Barbara Ringwood, Emer Murphy, Sadbh Feehan, Owen Barden, Vivian Rath, John Kubiak, Angela Mazzocco, Jill Woodnutt], Book Chapter, PUBLISHED  URL
Challenges, Successes, and Transformative Practices February 2025 DOI: 10.4324/9781003586081-15 in, How to Create an Inclusive Post-Secondary Education Program, Routledge, 2025, pp17 - 26, pp17-26 , [Jennifer Banks, Michael Shevlin, Joseph B. Ryan, Kristina N. Randall, Erica Walters], Notes: [Over the past three decades, inclusive education has emerged as a central objective in educational policies globally, cementing its status as a universal goal. This paradigm shift has been propelled by international agreements and treaties, encouraging nations worldwide to implement inclusive education practices. In Europe and other countries outside of the United States, significant initiatives inspired by the UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) have led to a notable increase in the enrolment of children and young people with intellectual disabilities in mainstream educational institutions across education sectors. Little is known, however, about the extent to which students with intellectual disabilities are engaging in higher education and the ways in which institutions are providing meaningful opportunities for these students. This chapter provides an example of a single, tailored higher education programme, Arts Science and Inclusive Applied Practice (ASIAP), for students with intellectual disabilities in the Republic of Ireland. It situates the programme within similar programmes internationally and examines the role of specific, tailored programmes within our broader understanding of inclusive education.], Book Chapter, PUBLISHED  DOI
Michael Shevlin Richard Rose, Including Voices: Respecting the Experiences of People from Marginalised Communities, Volume 23, Leeds, UK, Emerald Publishing Ltd., 2024, 1 - 241pp, Book, PUBLISHED
Denise De Souza, Zelinna Pablo, Debashis Sarker, Maria Theresa von Fürstenberg, Alejandra Rios Urzua, Des Aston, Jennifer Banks, Donatella Camedda, Michael Shevlin, Critical Networks: Embedding Programmes for individuals with Intellectual Impairments in University Contexts in Australia, Chile and Ireland, Disability and Society, 2024, p1 - 24, Journal Article, PUBLISHED  TARA - Full Text  DOI
Ringwood, B., Banks, J., & Shevlin, M., Breaking new ground? An analysis of the use of embedded occupational therapy in a postsecondary education programme for students with intellectual disabilities., British Journal of Learning Disabilities,, 52, 2024, p422 - 431, Journal Article, PUBLISHED  TARA - Full Text  DOI
Denise De Souza, Zelinna Pablo, Michael Shevlin, Maria Theresa von Fürstenberg, Jennifer Banks, Debashis Sarker, Alejandra Rios Urzua, Donatella Camedda, Des Aston, Preconditions influencing the development of post-secondary training programs in universities for individuals with intellectual disabilities, Journal of Intellectual & Developmental Disability, 48, (3), 2023, p95 - 106, Journal Article, PUBLISHED  URL
Falling between Two Stools? Post-secondary Transition Planning for Students with Intellectual Disabilities in the Republic of Ireland in, editor(s)Kate Scorgie, Chris Forlin , Transition Programs for Children and Youth with Diverse Needs. International Perspectives on Inclusive Education., Bingley, Emerald Publishing Limited, 2022, pp143-158 , [Banks, Joanne, Aston, Des, Shevlin, Michael], Book Chapter, PUBLISHED  DOI  URL
Rose, Richard Shevlin, Michael, Establishing Pathways to Inclusion, London, Routledge, 2021, 1 - 196pp, Book, PUBLISHED
Aston, Des, Banks, Joanne, Shevlin, Michael, Post-School Transitions for Students with Intellectual Disabilities in the Republic of Ireland, Trinity College Dublin, February, 2021, Report, PUBLISHED  TARA - Full Text  URL
Effective Practices for Helping Students Transition to Work in, Oxford Research Encyclopedia of Education, Oxford University Press, 2020, [Shevlin, M., Kubiak, J., O'Donovan, M., Devitt, M., Ringwood, B., Aston, D., & McGuckin, C.], Book Chapter, PUBLISHED  TARA - Full Text  DOI  URL
  

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Down Syndrome Ireland, Inclusion Ireland, Trinity Centre for People with Intellectual Disabilities, WALK, A Joint Submission to the National Consultation on Post-Primary Guidance, The Consortium & National Consultation on Guidance, April, 2025, Notes: [The Department of Education wish to invite all stakeholders to participate in this consultation on post-primary guidance. This consultation will inform policy development on whole-school guidance, including the role of the guidance counsellor, in the short and medium term. This research will look at all aspects of whole-school guidance, including the role of the guidance counsellor. In particular, we welcome stakeholder perspectives on: the effectiveness of the guidance-allocation model in post-primary schools the proposed new guidelinesdocument on whole-school guidance], Report, PUBLISHED
Aston, Des, Banks, Joanne and Shevlin, Michael, Transitions to postschool settings for students with intellectual disabilities in Ireland, IASSIDD, Inclusive Education Special Interest Research Group, International Perspectives on Transitions in Education and Students with Intellectual Disabilities, Online, 16.12.2020, 2020, Oral Presentation, PRESENTED
Des Aston, Establishing Transition Pathways to Postsecondary Education for People with Intellectual Disabilities, Journey to Oz -Travelling Together Towards Inclusive Education, Dublin, 20.03.2019, AHEAD, 2019, Oral Presentation, PRESENTED

  


RECENT RESEARCH: . Creating a safe school environment Comenius / European (1997-9) . Teacher attitudes towards integration of young people with disabilities 1998-9 . Hidden Voices: the school experiences of young people with disabilities 1999-2000. . Access and inclusion issues for students with disabilities in third level education (commissioned by AHEAD as part of European funded project) 2000-1 . Canada-European Community Co-operation Agreement 2001-2003 . UNESCO Participation Programme 2001-3 Support for the families of Children with Developmental Disabilities . In collaboration with the Centre for Special Needs Education (University College, Northampton) Encouraging Voices Project: Ensuring that the voice of the child, particularly those previously marginalized, becomes integral to the education process. CURRENT RESEARCH: . In collaboration with NUI Maynooth and University College Dublin Student teacher profiles and experiences of teacher education - becoming teachers: a comparative study of the profiles of five Higher Diploma in Education cohorts. 2001-6. . In collaboration with Stranmillis College, Belfast: Initial Teacher Education and the conceptualisation of Special Educational Needs. 2004-ongoing. . In collaboration with the Centre for Special Needs Education (University College, Northampton): Exploring Voices of Disabled People in Education.