Geraldine Scanlon
Geraldine Scanlon
Dirección de correo verificada de dcu.ie
Título
Citado por
Citado por
Año
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
592013
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
242014
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
212013
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
152016
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, 81-93, 2005
142005
(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
62015
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
52007
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
42018
Progressing accessible supported transitions to employment
G Scanlon, A Doyle
Dublin City University, 2018
32018
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
22019
Attitudes to pupils with EBD: an implicit approach
G Scanlon, C McEnteggart, Y Barnes-Holmes
Emotional and Behavioural Difficulties, 1-14, 2020
12020
Transition (s) to work: the experiences of people with disabilities in Ireland
G Scanlon, A Kamp, A Cochrane
Disability & Society, 1-21, 2019
2019
Modifying executive function and self-regulatory behaviours in developmental dyslexia: cognitive and neural bases of response inhibition
C Doyle, A Lonergan, AF Smeaton, G Scanlon, J Brahman, R Roche, ...
2017
Transitions from education and training to employment for people with disabilities
G Scanlon, A Kamp
Dublin City University, 2016
2016
CAN SPECIAL NEEDS ASSISTANTS (SNA’S) INCREASE THE INCLUSION OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) INTO MAINSTREAM POST-PRIMARY PHYSICAL EDUCATION?
E Banville, S Meegan, G Scanlon
Proceedings of Seventh Physical Education, Physical Activity and Youth Sport …, 2013
2013
Transitions for students with special educational needs: implications for inclusion policy and practice
G Scanlon, Y Barnes-Holmes, M Shevlin, C McGuckin, B Norwich
Implicit and Explicit Self-Esteem in Children with ADHD
G Scanlon, Y Barnes-Holmes, D Barnes-Holmes, I Stewart
Introduction–An Irish Dilemma
G Scanlon, M Shevlin, C McGuckin
CHOICES AND VOICES: PHYSICAL EDUCATION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
G Scanlon, S Meegan
SUPPORTS FOR PRE-SERVICE PRIMARY GENERALIST TEACHERS ON SCHOOL PLACEMENT TO …, 0
El sistema no puede realizar la operación en estos momentos. Inténtalo de nuevo más tarde.
Artículos 1–19