Programme Co-ordinator Professional Studies in Special Educational Needs

Programme Co-ordinator Professional Studies in Special Educational Needs


Ed.D (DCU); M.Ed (NUIG); H.D.R.S.E (UCD);
B.Ed. (St. Patrick's College, Drumcondra)


Bairbre is a lecturer in Education (Special Educational Needs) and researcher at the Centre for Special Educational Needs, Inclusion and Diversity within the School of Education. Her research interests include special and inclusive education, behaviour, literary, assessment, and inclusion with specific reference to multi-grade classrooms. She is a graduate of Dublin City University (DCU), Dublin with a Doctorate in Education; NUI Galway with a Masters in Education; University College Dublin with a Higher Diploma in Remedial and Special Education, and St. Patrick’s College, Drumcondra (DCU) with a Bachelor in Education. Bairbre worked as a primary teacher, a special class teacher, a co-ordinator of the Postgraduate Diploma in Learning Support from Mary Immaculate College, Limerick, as well as an Education Officer with the National Council for Curriculum and Assessment. She is currently Programme Coordinator of both the Professional Studies in Special Educational Needs Programme and the Professional Studies in Specific Learning Difficulties. Other teaching and co-ordination roles include module leader; school placement tutor; practicum placement tutor; lecturer, as well as   undergraduate and post graduate research supervision. She has engaged in extensive research and secured research funding from NCSE, NABMSE, DES, SCoTENS, and Merici Funding. She has published in many peer reviewed journals (e.g. International Journal of Inclusive Education, European Journal of Special Needs Education, Emotional and Behavioural Difficulties) and regularly presents at various national and international conference proceedings (e.g. ECER, IATSE, ESAI).


Bairbre’s research interests include special and inclusive education, behaviour, literary, assessment and inclusion with specific reference to multi-grade classrooms.


2021
Tiernan, B. (2021) Inclusion versus full inclusion: implications for progressing inclusive education, European Journal of Special Needs Education, DOI: 10.1080/08856257.2021.1961197 

2020
Tiernan, B., McDonagh, D. & Casserly, A.M. (2020) Supporting students with emotional disturbance/behavioural disorder in Irish post-primary schools: replacing care support with teaching provision, Emotional and Behavioural Difficulties, DOI: 10.1080/13632752.2020.1716514

2019
Casserly, A. M., Deacy, E, McDonagh, D. & Tiernan, B. (2019) Altered Provision Project, Review of a Pilot Project. Trim: NCSE. 

Casserly A.M., Tiernan B. & Maguire G. (2019) Primary teachers perceptions of multi-grade classroom grouping practices to support inclusive education, European Journal of Special Needs Education, DOI: 10.1080/08856257.2019.158083

2018
Tiernan, B
. Casserly, A.M. & Maguire, G. (2018) Towards inclusive education: instructional practices to meet the needs of pupils with special educational needs in multi-grade settings, International Journal of Inclusive Education, DOI: 10.1080/13603116.2018.1483438

Tiernan, B. & Casserly, A.M. (2018) The impact and the implications of policy regarding the organisation of support for pupils with dyslexia in Irish primary mainstream schools. Irish Educational Studies. Vol 37 (1), pp.51-67. 

2017
Tiernan, B., Casserly, A.M. & Maguire, G. (2017) Meeting the Needs of Children with Special Educational Needs in Multi-grade Classrooms. Standing Conference on Teacher Education North and South.

Tiernan B. (2017) The role of levelled readers in supporting the development of literacy (pp 149-156). In B. Culligan & G Mehigan (Eds.), Exploring the Literacy Landscape: Celebrating 40 Years of Research and Practice. Dublin: Literacy Association of Ireland.

Beck, G. J., Hazzard, D., McPhillips, T., Tiernan, B. & Casserly, A.M. (2017) Dyslexia policy and practice: cross- professional and parental perspectives on the Northern Ireland context. British Journal of Special Education, Vol 44 (2). pp.144-164.

Kerins, P., Casserly, A.M., Deacy, E., Harvey, D., McDonagh, D. & Tiernan B. (2017) The professional development needs of special needs assistants in Irish post-primary schools, European Journal of Special Needs Education, DOI: 10.1080/08856257.2017.1297572

2016
Tiernan, B.
(2016) The role of levelled readers in supporting the development of literacy. LEARN, Journal of the Learning Support Association, Vol. 38, pp. 25- 34.

McPhillips, T., Hazzard, D., Beck, G., Casserly, A.M. & Tiernan, B. (2015) Dyslexia in Ireland, North and South: Perspectives on developments since publication of the Dyslexia Reports (2002). Report on research conducted 2013-2015, commissioned by the Standing Conference on Teacher Education North and South.


2015
Casserly, A.M., Tiernan, B. & Moffett, P. (2015) Key vocabulary and supporting strategies for early number concepts, REACH: Journal of Special Needs Education in Ireland, Vol. 29 (1), pp.18-32.

2014
Tiernan, B
. & Kerins, P. (2014) Challenges and opportunities in today's changing classrooms: planning to support the development of literacy skills in early years (pp 45-55). In N. Fortune, A. Kelly & F. Nic Fhionnlaoich (Eds.), Language, Literacy and Literature: Re- imagining Teaching and Learning. Dublin: Reading Association of Ireland.

Horkan, M. & Tiernan, B. (2014) In- class support: investigating the impact of station teaching on reading attainment. LEARN, Journal of the Learning Support Association, Vol. 36, pp. 50-66.

Casserly, A.M., Moffett, P. & Tiernan, B. (2014) Early Number Concepts: Key Vocabulary and Supporting Strategies. Standing Conference on Teacher Education North and South.

Casserly, A.M., Moffett, P. & Tiernan, B. (2014) Number Talk: A Resource to Promote Understanding and Use of Early Number Language. Sligo: CSENID.

Kerins, P. & Tiernan, B. (2014) Inclusive planning: supporting the development of early literacy skills through co-teaching in the junior infant classroom. REACH Journal of Special Needs Education in Ireland, Vol. 27 (2), pp 91-102.

2103
Tiernan, B.
Deacy, E. & McDonagh, D (2013) Getting to school safely: implications of school transport for children with special educational needs. REACH: Journal of Special Needs Education in Ireland, Vol. 26 (2), pp.118-126.

2012
Tiernan, B
. & Day, T. (2012) Supporting young children with reading difficulties: what about teacher collaboration? (pp. 395-409). In T. Day & J. Travers (Eds.), Special and Inclusive Education: A Research Perspective. Oxford: Peter Lang.

Deacy, E., McDonagh, D. & Tiernan, B. (2012) Training Programme for Bus Escorts. St. Angela College Sligo and NABMSE.

Casserly, A.M. & Tiernan, B. (2012) Educational Research Module. Blended Learning Module. St. Angela College Sligo. 

Casserly, A.M. & Tiernan, B. (2012) Literacy. Blended Learning Module. St. Angela College Sligo.

2011
McDonagh, D., Toolan E. & Tiernan, B. (2011) Impact Study of Programmes in Special Educational Needs and Learning Support, (2002-2006). St. Angela College, Sligo and Mary Immaculate College, Limerick.

McDonagh, D. & Tiernan, B. (2011) Adult, Disadvantage and Intercultural Education, Blended Learning Module. St. Angela's College, Sligo

 

  • Member of Educational Studies Association of Ireland
  • Member of the Management Committee of the Sligo Education Centre (2000 to date)  
  • Member of the International Literacy Association
  • Member of Educational Studies of Ireland Association
  • Member of Literacy Association of Ireland


ESAI (2020) Co-teaching - An Inclusive Approach to Supporting Students with EBD. Dublin.

ECER (2019) The Value of Co-Teaching in Supporting Students with Emotional and Behavioural Difficulties. Hamburg.

ESAI (2019) Supporting Students with Emotional Disturbance/Behavioural Disorder (EBD) In Second Level Schools. Sligo.

LAI 42nd International Conference (2018) Supporting Students with Emotional Disturbance/Behavioural Disorder (EBD) In Second Level Schools in Ireland: Implications for Literacy. Dublin.

ECER (2018) Inclusive School Practice for Students with Emotional Disturbance/Behavioural Disorder (EBD). Bolzano.

ESAI (2018) Values and Purpose in Education: Examining Teachers, Practice in the Inclusion of Children with Special Educational Needs in Multi-grade Classrooms in Primary Schools. Dublin.

IATSE (2017) Examining Teachers: Practice in the Inclusion of Children with Special Educational Needs in Multi-grade Classrooms in Primary Schools. Dublin.

The European Conference on Educational Research (ECER) (2016) Inclusive Education: The Organisation of Support for Pupils with Dyslexia in Irish Primary Schools. Dublin.

IATSE (2016) The Impact of Policy Regarding the Organisation of Support for Pupils with Dyslexia in Irish Primary Schools. Dublin.

UKLA (2016) United Kingdom Literacy Association, Perspectives on Dyslexia: Task Force to the Task Ahead. Literacy for All Conference, Belfast.

ESAI (2016) Education as a Public Good: The Impact of Policy regarding the Organisation of Support for Pupils with Dyslexia in Irish Primary Schools. Galway.

Literacy Association of Ireland (LAI) (2015) Dyslexia in Ireland, North and South. Perspectives on developments since publication of the Dyslexia Reports (2002). 39th International Conference: Living Literacy: from Tots to Teens. Dublin.

European Early Childhood Education Research Association (EECERA) (2015) Developing Number Language in Early Childhood. Barcelona.

United Kingdom Literacy Association (UKLA) (2015) Dyslexia in Ireland: A Review of Current Provision of Support since the Publication of the Task Force Reports, North and South (2002). Nottingham.

IATSE (2015) Provision for Pupils with Dyslexia: How Provision Can Impact on Pupils’ Wellbeing. Dublin.

Dyslexia Association of Ireland (DAI) (2015) Dyslexia in Ireland: A Review of Current Provision of Support since the Publication of the Task Force Reports, North and South (2002). Dublin.

Educational Studies Association of Ireland (ESAI) (2015) Training Needs of Special Needs Assistants: Policy and Practice in a time of Transition. Kildare.

RAI (2014) Best Practice in the Teaching and Study of Literacy: The Role of Levelled Readers. Dublin.

IATSE (2014) Relationships - Learning Together. Early Number Concepts: Key Vocabulary and Supporting Strategies. Dublin.

IATSE (2014) Relationships - Learning Together. Learning Together Through Co- teaching. Dublin.

British Congress of Mathematics Education (BCME) (2014) Building Bridges- Making Connections. Early Number Concepts: Key Vocabulary and Supporting Strategies. Nottingham.

Reading Association of Ireland (RAI) (2013) Challenges and Opportunities in Todays Changing Classrooms: Planning to Support the Development of Literacy Skills in the Early Years. Dublin.

IATSE (2013) Planning to Support the Development of Literacy Skills in the Early Years. Dublin.

Irish Association of Teachers in Special Education (IATSE) (2012) Getting to School Safely: Implications of School Transport for Children with Special Educational Needs. Dublin.