Changing attitudes: Supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education G Scanlon, Y Barnes-Holmes Emotional and behavioural difficulties 18 (4), 374-395, 2013 | 116 | 2013 |
Attitudes of teachers in Bulgarian kindergartens towards inclusive education G Scanlon, S Radeva, V Pitsia, C Maguire, S Nikolaeva Teaching and Teacher Education 112, 103650, 2022 | 41 | 2022 |
Using the implicit relational assessment procedure (IRAP) to assess implicit gender bias and self-esteem in typically-developing children and children with ADHD and with dyslexia. G Scanlon, C McEnteggart, Y Barnes-Holmes, D Barnes-Holmes Behavioral Development Bulletin 19 (2), 48, 2014 | 35 | 2014 |
A study of transition from primary to post-primary school for pupils with special educational needs Y Barnes-Holmes, G Scanlon, D Desmond, M Shevlin, N Vahey NCSE 12, 1-71, 2013 | 30 | 2013 |
The experiences of pupils with SEN and their parents at the stage of pre-transition from primary to post-primary school G Scanlon, Y Barnes-Holmes, C McEnteggart, D Desmond, N Vahey European Journal of Special Needs Education 31 (1), 44-58, 2016 | 28 | 2016 |
Transition (s) to work: The experiences of people with disabilities in Ireland G Scanlon, A Kamp, A Cochrane Disability & Society 35 (10), 1556-1576, 2020 | 23 | 2020 |
Attitudes to pupils with EBD: An implicit approach G Scanlon, C McEnteggart, Y Barnes-Holmes Emotional and Behavioural Difficulties 25 (2), 111-124, 2020 | 21 | 2020 |
Managing children with special needs in the Irish education system: A professional perspective G Scanlon, S McGilloway REACH Journal of Special Needs Education in Ireland 19 (2), 81-93, 2006 | 18 | 2006 |
Transition stories: Voices of school leavers with intellectual disabilities G Scanlon, A Doyle British Journal of Learning Disabilities 49 (4), 456-466, 2021 | 13 | 2021 |
(Dis) ability and Choice: The Dilemmas of Young People’s Transitions to Further and Higher Education in Ireland G Scanlon, M Shevlin, C McGuckin A Critical Youth Studies for the 21st Century, 105-122, 2015 | 10 | 2015 |
Progressing accessible supported transitions to employment G Scanlon, A Doyle Dublin City University, 2018 | 9 | 2018 |
Home works: a study on the educational needs of Children experiencing homelessness and living in emergency accommodation G Scanlon, G McKenna Children’s Rights Alliance., 2018 | 9 | 2018 |
The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland G Scanlon, C McEnteggart, Y Barnes‐Holmes Journal of Research in Special Educational Needs 19 (4), 344-352, 2019 | 6 | 2019 |
Executive function (EF) in dyslexia: examining an EF profile associated with dyslexia and comorbid dyslexia-ADHD and exploring the near and far transfer effects of EF training … C Doyle Dublin City University, 2017 | 5 | 2017 |
Transitions from education and training to employment for people with disabilities G Scanlon, A Kamp Dublin City University, 2016 | 5 | 2016 |
Emotional and Behavioural Difficulties Changing Attitudes: Supporting Teachers in Effectively Including Students with Emotional and Behavioural Difficulties in Mainstream Education G Scanlon, Y Barnes-holmes Emotional and Behavioural Difficulties, 2014 | 5 | 2014 |
The utility of the Implicit Relational Assessment Procedure (IRAP): Measuring self-esteem profiles of children with Special Educational Needs and assessing the attitudes of … G Scanlon Maynooth University, 2007 | 5 | 2007 |
Transition for pupils with special educational needs: Implications for Inclusion Policy and Practice GM Scanlon, Y Barnes-Holmes, M Shevlin, C McGuckin Peter Lang Limited, International Academic Publishers, 2019 | 4 | 2019 |
Perceptions of support for pupils with special educational needs: Two case studies G Scanlon REACH: Journal of Inclusive Education in Ireland 26 (1), 56-67, 2012 | 4 | 2012 |
Exploring the role of special needs assistants on the inclusion of students with special educational needs in mainstream post-primary physical education E Banville Dublin City University, 2019 | 2 | 2019 |