William Kinsella
Biographic Data
| ID | 6689179 |
|---|---|
| NAME | William Kinsella |
| GIVEN NAMES | William |
| FAMILY NAME | Kinsella |
| SIGNATURE | KINSELLA W |
| AFFILIATIONS | University College Dublin |
| ORCID | 0000-0002-8134-597X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teachers’ perspectives on the implementation of an ethical education curriculum in Ireland
This study examines the perspectives of ten secondary school teachers on the implementation of a pilot Ethical Education curriculum at senior cycle in three Educate Together schools in Ireland. Informed by a synergy between two ecological approaches, namely the meta-theoretical Consolidated Framework for Implementation Research (CFIR) and the OECD Learning Compass 2030 policy framework for curriculum change, teacher data from interviews and surve…
Using an Implementation Science Framework to Evaluate an Ethical Education Curriculum
This paper presents the meta-theoretical Consolidated Framework for Implementation Research (CFIR) that was adapted to structure a narrative scoping review to inform the evaluation of an Ethical Education (EE) curriculum. The CFIR is a tried and tested implementation science model used effectively within health care settings. To date, it has not been used as a framework in an educational context. The five domains of the CFIR: characteristics of t…
The social acceptance of neurodiverse children in Irish primary schools
Being socially included in childhood is important for children’s academic, social, and emotional functioning, but neurodiverse children often struggle with their social acceptance in school. In comparison, children in more rural and smaller schools often have greater social cohesion. The current study, therefore, examined whether neurodiverse children, here represented by autistic children and children with specific learning difficulties, are soc…
Ethics, values and Values Based Practice in educational psychology
This paper examines the theoretical foundations of educational psychology from a meta-theoretical critical realist perspective focusing on ethics and values. This examination is considered in light of the increasingly complex educational contexts that require the support of educational psychologists (EPs). It reviews ethics frameworks that have informed ethical practice to date, and reframes this practice within critical realism. This paper prese…
Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder
Objective: Transition from primary school to secondary school is an important point in a young person's development. Children's experiences at transition have been found to have an enduring impact on their social and academic performance and potentially their success or failure at secondary school. This primary-secondary transition frequently presents challenges for children with Autism Spectrum Disorder (ASD), resulting in uncertainty and anxiet…
Organising inclusive schools
The focus of this paper is on the organisation of inclusive educational provision for pupils with disabilities and special educational needs in mainstream schools. In relation to theoretical context, it outlines the challenges of defining inclusive education, it explores the ideological tensions that characterise the area, including those evident between the Psychology and Sociology paradigms, often reflected in tensions between special education…
Using preferred interests to model social skills in a peer-mentored environment for students with special educational needs
This study explored the benefits of using preferred interests to model social skills in a peer-mentored environment for students with special educational needs (SEN). Research suggests that in order for true inclusion to take place, students must participate socially with their peers, outside the classroom space. However, funding and availability of resources are the main barriers to inclusion being fully implemented in Irish schools. This resear…
Developing an inclusive system in a rapidly changing European society
This paper uses Ireland – one of Europe’s most rapidly changing societies – as a case study and examines progress towards an inclusive education system. It explores policy and progress on developing an inclusive system under a number of key headings: social class, ethnicity, gender and disability. On the basis of analysis of official statistics and of research evidence from a study of the inclusion of children with disabilities and special educat…
Developing inclusive schools
This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key characteristics of an inclusive school. A conceptual model of inclusion is proposed, outlining three interre…
Developing an inclusive system in a rapidly changing European society
This paper uses Ireland – one of Europe’s most rapidly changing societies – as a case study and examines progress towards an inclusive education system. It explores policy and progress on developing an inclusive system under a number of key headings: social class, ethnicity, gender and disability. On the basis of analysis of official statistics and of research evidence from a study of the inclusion of children with disabilities and special educat…
Developing inclusive schools
This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key characteristics of an inclusive school. A conceptual model of inclusion is proposed, outlining three interre…
The social acceptance of neurodiverse children in Irish primary schools
Being socially included in childhood is important for children’s academic, social, and emotional functioning, but neurodiverse children often struggle with their social acceptance in school. In comparison, children in more rural and smaller schools often have greater social cohesion. The current study, therefore, examined whether neurodiverse children, here represented by autistic children and children with specific learning difficulties, are soc…
Organising inclusive schools
The focus of this paper is on the organisation of inclusive educational provision for pupils with disabilities and special educational needs in mainstream schools. In relation to theoretical context, it outlines the challenges of defining inclusive education, it explores the ideological tensions that characterise the area, including those evident between the Psychology and Sociology paradigms, often reflected in tensions between special education…
Developing inclusive schools
This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key characteristics of an inclusive school. A conceptual model of inclusion is proposed, outlining three interre…
Developing an inclusive system in a rapidly changing European society
This paper uses Ireland – one of Europe’s most rapidly changing societies – as a case study and examines progress towards an inclusive education system. It explores policy and progress on developing an inclusive system under a number of key headings: social class, ethnicity, gender and disability. On the basis of analysis of official statistics and of research evidence from a study of the inclusion of children with disabilities and special educat…
Using preferred interests to model social skills in a peer-mentored environment for students with special educational needs
This study explored the benefits of using preferred interests to model social skills in a peer-mentored environment for students with special educational needs (SEN). Research suggests that in order for true inclusion to take place, students must participate socially with their peers, outside the classroom space. However, funding and availability of resources are the main barriers to inclusion being fully implemented in Irish schools. This resear…
Organising inclusive schools
The focus of this paper is on the organisation of inclusive educational provision for pupils with disabilities and special educational needs in mainstream schools. In relation to theoretical context, it outlines the challenges of defining inclusive education, it explores the ideological tensions that characterise the area, including those evident between the Psychology and Sociology paradigms, often reflected in tensions between special education…
Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder
Objective: Transition from primary school to secondary school is an important point in a young person's development. Children's experiences at transition have been found to have an enduring impact on their social and academic performance and potentially their success or failure at secondary school. This primary-secondary transition frequently presents challenges for children with Autism Spectrum Disorder (ASD), resulting in uncertainty and anxiet…
Ethics, values and Values Based Practice in educational psychology
This paper examines the theoretical foundations of educational psychology from a meta-theoretical critical realist perspective focusing on ethics and values. This examination is considered in light of the increasingly complex educational contexts that require the support of educational psychologists (EPs). It reviews ethics frameworks that have informed ethical practice to date, and reframes this practice within critical realism. This paper prese…
Using an Implementation Science Framework to Evaluate an Ethical Education Curriculum
This paper presents the meta-theoretical Consolidated Framework for Implementation Research (CFIR) that was adapted to structure a narrative scoping review to inform the evaluation of an Ethical Education (EE) curriculum. The CFIR is a tried and tested implementation science model used effectively within health care settings. To date, it has not been used as a framework in an educational context. The five domains of the CFIR: characteristics of t…
The social acceptance of neurodiverse children in Irish primary schools
Being socially included in childhood is important for children’s academic, social, and emotional functioning, but neurodiverse children often struggle with their social acceptance in school. In comparison, children in more rural and smaller schools often have greater social cohesion. The current study, therefore, examined whether neurodiverse children, here represented by autistic children and children with specific learning difficulties, are soc…
Teachers’ perspectives on the implementation of an ethical education curriculum in Ireland
This study examines the perspectives of ten secondary school teachers on the implementation of a pilot Ethical Education curriculum at senior cycle in three Educate Together schools in Ireland. Informed by a synergy between two ecological approaches, namely the meta-theoretical Consolidated Framework for Implementation Research (CFIR) and the OECD Learning Compass 2030 policy framework for curriculum change, teacher data from interviews and surve…
Pedagogy (8 works) · Psychology (7 works) · Sociology (6 works) · Inclusion (mineral (4 works) · Social Psychology (4 works) · Collaborative Teaching and Inclusion (3 works) · Computer Science (3 works) · Curriculum (3 works) · Developmental psychology (3 works) · Engineering ethics (3 works)