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Ms. Jennifer Banks

Research Coordinator TCPID (Education)
      
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Ms. Jennifer Banks

Research Coordinator TCPID (Education)

 jebanks@tcd.ie

 


Jennifer Banks is Research and Policy Coordinator for the Trinity Centre for People with Intellectual Disabilities. She has responsibility for the coordination of research activities and development and implementation of TCPID"s research strategy. As part of this Research Centre and Innovation Hub, Jenny chairs the Research Working Group and engages collaboratively with staff on a wide variety of research projects both within Trinity College and the European Union. Her research interests include co-research and inclusion of marginalised communities. She is actively involved in the Path4 projects and contributed to the coordination of the successful bid for statutory funding for the ASIAP programme. She is a member of the European Association of Research Managers and Administrators and a Prince2® qualified Project Manager. Jenny has an honours degree in agricultural science and a Masters in Business Studies from the Michael Smurfit Business School. Prior to joining TCPID she gained over 20 years experience in the community and voluntary sector working on large scale funding bids and social enterprise projects and has a wealth of experience in collaborating with and reporting to both statutory and philanthropic agencies. Jenny also serves as a supervisor on the Professional Masters in Education programme within the School of Education.
Project Title
 Inclusive Post Secondary Education (IPSE) Programmes for People with Intellectual Disabilities'.
From
01/09/2019
To
28/02/2023
Summary
The aim of the project was to develop and strengthen programmes of the Erasmus+ partners and create a network for dissemination in Europe. TCPID took the lead on the curriculum framework output of this project with the purpose of this to provide relevant and useful information to Universities and Higher Education Institutions looking to develop a curriculum for students with Intellectual Disabilities (I.D.)
Funding Agency
Erasmus+

Details Date From Date To
European Association of Research Managers 10/06/2024 Date
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
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
Camedda, D., Banks, J., & Ringwood, B., Empowering Diversity: A Case Study on Inclusive Assessment and Universal Design for Learning in a Post-Secondary Programme for Students with Intellectual Disabilities., All Ireland Journal of Higher Education,, 16, (2), 2024, Journal Article, PUBLISHED  TARA - Full Text  URL
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