Perfil de Dr. Geraldine Scanlon
Dr Ger Scanlon has a broad background in education with experience across several educational settings including early years' provision, post primary education, post leaving certificate, and third level. Her interests in experimental psychology, education and research have lead her to develop a unique approach to investigate the attitudes of primary and post-primary teachers to pupils with Special Eductinal Needs (SEN). For example, as a chartered psychologist, her training in Acceptance and Commitment Therapy (ACT) and experimental psychology has enabled her to apply the principles of ACT to assessing and altering teachers' attitudes to pupils with Emotional and Behavioural Difficulties (EBD) in mainstream education. The aim of which is to develop more effective fulfilling education, integrative inclusion and improved well-being for both parties. Coupled with her interest in Applied Behavioural Analysis (ABA), and School-Wide Positive Behaviour Support Programmes (SWPBS), her most recent research project developed targeted interventions to enable teachers to work more effectively with pupils with EBD in mainstream education. This work has enabled her to become an educational consultant to the Limerick Regeneration Group and elements of the programme will be developed to work with teachers, parents and pupils in schools and communities in South hill in Limerick. Her current reserach projects inlcude examining the experiences of pupils with SEN during their transtion from primary to post primary education and the access and progression of routes of student with SEN to further and higher education.
Positive Behaviour Support Systems in Schools: Pupils with Emotional and Behavioural Difficulties in mainstream education: The application of Applied Behavioural Analysis (ABA) to mainstream post primary systems: The intergration of Acceptance and Commitment Therapy (ACT) to educational systems: Children with Special Edcuational Needs in primary and post primary settings: Promoting Inclusionary Practices in Mainstream Post Primary Schools:Transition from primary to post primary in mainstream and special school settings: Access and progression routes for student with SEN to further and higher education settings. Mindfullness in Education.
Her most recent publications are
Scanlon, G. (2012). Perceptions of support for pupils with special educational needs: Two case studies. REACH. Journal of SPecial Needs in Ireland. Vol . 26. No. 1
Scanlon, G. ( 2012) The context and challenges of special education in mainstream education. In. Nikoleavea. S, Mulcahy. C, & Scanlon. G. (2012). Towards Transformative Education: A Multidiscplinary perspective on reserach and practice in Bulgaria and Ireland. EX-PRESS Ltd. Bulgaria and Ireland.
Scanlon. G., & Barnes-Holmes, Y. (2013). Changing attitudes: Supporting teachers in effectively including students with emotinal behavioural difficulties in mainstream education. Emotional and Behavioural Difficulties. Routledge
http://www.tandfonline.com/doi/abs/10.1080/13632752.2013.769710.
Barnes-Holmes. Y, Scanlon. G, Desmond. D, Shevlin. M, & Vahey. N (In Press). The experiences of pupils and their parents with special educational needs and their parents moving from primary to post primary school. The National Council for Special Education. Trim. Ireland.
