Dr. Donatella Camedda

Summary

The PEER4ID project focuses on transition phases in and between education and employment for people with intellectual disabilities. This collaborative project will investigate current challenges and opportunities in the cross-sectionalism of education and employment support services for people with ID both from the individuals" personal experience and from service providers" perspective. The research will adopt a mixed-method approach including questionnaires, interviews and focus groups with people with ID, families/carers, and professionals. Project outcomes will contribute to a better understanding of the issues faced by people with ID when transitioning through education and employment that will inform future national policies/research.

Funding Agency

IRC

Programme

New Foundations

Project Type

strand 1a

Summary

Our goal for this project is that on completion of the three-year pilot we will have created a defined and sustained university and employment pathway for students with an intellectual disability. That their journey will be one where they are informed of options, have planned for their education, have choice and autonomy once in university and feel included in college life. That they are challenged and feel prepared to move onwards to employment or further education.

Funding Agency

DFHERIS

Programme

PATH 4

Summary

The main goal of this project, situated in the field of inclusive education, is to understand the core elements of inclusive teachers" attitudes through the development of a new theoretical framework and methodological application in order to provide an innovative research paradigm. The project further aims to analyse the relationship between teachers" inclusive attitudes and the educational/teaching practice. Understanding what characterises inclusive attitudes and their relationship with educational practice is crucial to develop and sustain inclusive education environments that truly respond to the growing diverse student population"s needs. The objectives are: - Formulate a new theoretical model of teachers" inclusive attitudes - Develop a methodological approach to study inclusive attitudes and the relationship with educational/teaching practice - Assess the validity of both theory and methodology The provisional and initial research questions are: - What alternative models can be used to build a theoretical framework of teachers" inclusive attitudes in relation to pedagogical practice? - How can the transition between attitudes and practice be investigated? The anticipated impact of this project includes advancing the understanding of inclusive education by establishing a new theoretical model and methodological approach to examine teachers' inclusive attitudes, thereby fostering the development of more effective and responsive inclusive education environments to cater to the diverse needs of students without focusing only on specific groups.

Funding Agency

Enterprise Ireland

Programme

ERC grant support

Summary

This project aims to explore the impact of physical activity (PA) on cognitive function among students with intellectual disabilities (ID) attending the Arts, Science and Inclusive Applied Practice (ASIAP) course in Trinity. PA sessions are part of the ASIAP curriculum to support student wellness and well-being. PA has been shown to be beneficial for individuals with ID, with research reporting a wide range of advantages for this population, such as better postural control, improved strength, improved quality of life (Bartlo and Klein, 2011; Bondar et al., 2020) and aerobic fitness (Pastula et al., 2012). Moreover, daily PA has been also associated with improvements in memory and cognitive function in children and adolescents (Bidzan-Bluma and Lipowska, 2018). However, there is paucity of research on the effects of physical activity on cognitive function young adults with ID. The main objective of this study is to investigate whether moderated-to-vigorous physical activity (MVPA) can improve cognitive function (e.g., problem solving, decision making, and attention) and aerobic fitness among young adults with IDs.

Funding Agency

Trinity College Dublin

Programme

Benefactions fund

Summary

The Inclusion of Students with Intellectual Disabilities in Higher Education (INSIDE) project aims to fill this research gap by investigating the sustainability of university programs for people with ID and their impact on students' lives. The project will be conducted nationwide, involving all Irish higher education institutions providing post-secondary initiatives for students with ID. It consists of two main research objectives: understanding the impact during college attendance and exploring the impact after graduation. The project will employ a mixed-methods approach, incorporating participatory and inclusive research principles, including surveys, interviews, focus groups, and creative methodologies such as photovoice or visual arts. The research tools will be co-designed with input from people with ID who have attended higher education courses. The project's outputs will include a PhD thesis, journal papers, conference papers, national workshops, and public engagement activities. The study is expected to have both social and academic impact by providing evidence to sustain the future development of higher education courses for people with ID and promoting social justice, equitable access to education, and an inclusive society. It will also contribute to the field of inclusive education and the global agenda of inclusive higher education. Overall, the INSIDE project seeks to generate knowledge that will inform the inclusive development of higher education in Ireland and potentially influence other European countries, while also advancing the academic understanding of inclusive education for individuals with ID.

Funding Agency

Trinity Colle Dublin

Programme

Trinity Research Doctorate Awards (PI-led)