Executive Summary. End of Three Year Evaluation of the Access and Inclusion Model - Investigating implementation and Impact.
Project report
Robinson, D., Codina, G., Shepherd, R. and Qureshi, S. 2024. Executive Summary. End of Three Year Evaluation of the Access and Inclusion Model - Investigating implementation and Impact. Dublin, Ireland Department of Children, Equality, Disability, Integration and Youth.
| Authors | Robinson, D., Codina, G., Shepherd, R. and Qureshi, S. |
|---|---|
| Type | Project report |
| Abstract | The Department for Children, Equality, Disability, Integration, and Youth (DCEDIY) commissioned this evaluation. Its purpose was to investigate the implementation and impact of the Access and Inclusion Model (AIM), from the perspective of multiple stakeholders. The findings of the evaluation would inform the continuous improvement of AIM within the contemporaneous policy context. The evaluation was led by the University of Derby (UoD) consortium and took place between December 2020 and December 2021. Substantive evidence about the implementation and impact of AIM was gathered in this evaluation. Evidence is drawn from the participation of over 2,000 stakeholders and the analysis of over 140 documents. The sample for the study has comprised: |
| Keywords | Policy; Inclusive Education; Early Years; Disability; Special Educational Needs |
| Year | 2024 |
| Publisher | Department of Children, Equality, Disability, Integration and Youth |
| Place of publication | Dublin, Ireland |
| Page range | 1-27 |
| Web address (URL) | https://www.gov.ie/en/press-release/90564-new-report-shows-positive-impact-of-early-years-access-and-inclusion-model/ |
| File | License File Access Level Open |
| Output status | Published |
| Publication dates | |
| Online | 19 Jan 2024 |
| Publication process dates | |
| Deposited | 05 Feb 2024 |
Permalink -
https://repository.derby.ac.uk/item/q458z/executive-summary-end-of-three-year-evaluation-of-the-access-and-inclusion-model-investigating-implementation-and-impact
Download files
55
total views23
total downloads0
views this month1
downloads this month
Export as
Related outputs
Introduction to Effective Teacher Education for Inclusion: Critical perspectives on the role of Higher Education in a Neoliberal Age.
Robinson, D. 2024. Introduction to Effective Teacher Education for Inclusion: Critical perspectives on the role of Higher Education in a Neoliberal Age. London Routledge - Taylor and Francis.Effective Teacher Education for Inclusion Critical Perspectives on the Role of Higher Education:
Robinson, D. 2024. Effective Teacher Education for Inclusion Critical Perspectives on the Role of Higher Education: London Routledge - Taylor and Francis.Representations of Disability in Qur’anic Narratives
Akbar, A. and Codina, G. 2024. Representations of Disability in Qur’anic Narratives. Journal of Disability and Religion. pp. 1-19. https://doi.org/10.1080/23312521.2024.2353603
Children and Practitioners as Truth Seekers and Truth Tellers: Innovative, Counter-Hegemonic Approaches to Evaluating National Inclusion Policies
Robinson, D. and Codina, G. 2024. Children and Practitioners as Truth Seekers and Truth Tellers: Innovative, Counter-Hegemonic Approaches to Evaluating National Inclusion Policies. Education Sciences. 14 (4), pp. 1-26. https://doi.org/10.3390/educsci14040414Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability
Codina, G. and Robinson, D. 2024. Teachers’ Continuing Professional Development: Action Research for Inclusion and Special Educational Needs and Disability. Education Sciences. 14 (2), pp. 1-18. https://doi.org/10.3390/educsci14020140Quick Read and Easy Read Summary - End of Three Year Evaluation of the Access and Inclusion Model
Robinson, D., Codina, G. and Shepherd, R. 2024. Quick Read and Easy Read Summary - End of Three Year Evaluation of the Access and Inclusion Model. Derby, Ireland Department of Children, Equality, Disability, Integration and Youth.End of Three Year Evaluation of the Access and Inclusion Model: Research and Technical Report
Robinson, D., Gowers, S., Codina, G., Delgado-Fuentes, M., Mycock, K., Qureshi, S. and Shepherd, R. 2024. End of Three Year Evaluation of the Access and Inclusion Model: Research and Technical Report. Dublin Department of Children, Equality, Disability, Integration and Youth .Equality, Diversity and Inclusion in Higher Education in the UK
Codina, G., Ali, A. and Shepherd, R. 2023. Equality, Diversity and Inclusion in Higher Education in the UK. in: Ertürk, Nesrin Oruç and Yürekli, Aynur (ed.) Inclusive Education Definition and Conceptual Framework Germany Waxmann. pp. 149-178Funding a Model of Inclusive Pre-school Education: A focus on stakeholder perspectives
Codina, G., Robinson, D., Delgado-Fuentes, M., Shepherd, R. and Qureshi, S. 2023. Funding a Model of Inclusive Pre-school Education: A focus on stakeholder perspectives. AERA 2023 Annual Meeting. Chicago (USA) 13 - 16 Apr 2023Implementing counter hegemonic research approaches to evaluating high-profile, national policies in Early Childhood Education and Care
Robinson, D., Codina, G., Delgado-Fuentes, M. and Shepherd, R. 2023. Implementing counter hegemonic research approaches to evaluating high-profile, national policies in Early Childhood Education and Care. American Educational Research Association Annual Meeting 2023. American Educational Research Association .Action Research for ISEND: Guidance Resource and Templates Resource
Codina, G. and Robinson, D. 2022. Action Research for ISEND: Guidance Resource and Templates Resource. Derby University of Derby. https://doi.org/10.48773/9vqvxEngaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of 'expertise': the case of the end-of-three- year evaluation of the Access and Inclusion Model
Sheridan, D., Robinson, D., Codina, G., Gowers, S.J., O'Sulivan, L. and Ring, E. 2022. Engaging practitioners as co-researchers in national policy evaluations as resistance to patriarchal constructions of 'expertise': the case of the end-of-three- year evaluation of the Access and Inclusion Model. Frontiers in Education. 7, pp. 1-13. https://doi.org/10.3389/feduc.2022.1035177What makes supported internships an effective approach to VET?
Jill Hanson, Deborah Robinson and Codina, G. 2022. What makes supported internships an effective approach to VET? Nordic Journal of Comparative and International Education (NJCIE). 6 (3), pp. 1-23. https://doi.org/10.7577/njcie.4861Educational Provision for Newly Arrived Unaccompanied Sanctuary Seekers aged 15-16
Codina, G. and Szenasi, J. 2022. Educational Provision for Newly Arrived Unaccompanied Sanctuary Seekers aged 15-16. International Journal of Inclusive Education. pp. 1-19. https://doi.org/10.1080/13603116.2022.2048101Teacher education for SEND inclusion in an international context: The importance of critical theoretical work
Robinson, Deborah 2021. Teacher education for SEND inclusion in an international context: The importance of critical theoretical work. in: Routledge.The SENCO as a leader of professional learning for inclusive practice
Robinson, Deborah 2021. The SENCO as a leader of professional learning for inclusive practice. in: Routledge.Resilience, Reflection and Reflexivity
Codina, Geraldene and Fordham, Jon 2021. Resilience, Reflection and Reflexivity. in: Bloomsbury.The Language of SEND: Implications for the SENCO
Codina, Geraldene and Wharton, Julie C. 2021. The Language of SEND: Implications for the SENCO. in: Leading on Inclusion Routledge.In Response - Reply to John Paul Donnelly
Beaton, M.C., Codina, G. and Wharton, J. 2021. In Response - Reply to John Paul Donnelly. Wiley. https://doi.org/DOI:10.1111/bld.12427Supported internships as a vehicle for broadening and deepening the social inclusion of people with learning disabilities
Hanson, Jill, Robinson, Deborah and Codina, Geraldene 2021. Supported internships as a vehicle for broadening and deepening the social inclusion of people with learning disabilities. British Journal of Learning Disabilities. https://doi.org/10.1111/bld.12428Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities
Beaton, Mhairi C., Codina, Geraldene N. and Wharton, Julie C. 2021. Decommissioning normal: COVID‐19 as a disruptor of school norms for young people with learning disabilities. British Journal of Learning Disabilities. 49 (4), pp. 1-10. https://doi.org/10.1111/bld.12399Education as a catalyst for the social inclusion of people with learning disabilities
Robinson, Deborah, Codina, Geraldene, Strogilos, Vasilis and Dimitrellou, Eleni 2021. Education as a catalyst for the social inclusion of people with learning disabilities. British Journal of Learning Disabilities. https://doi.org/10.1111/bld.12432Careers coaching for social justice: the case of school leadership and inclusive education for children and young people with special educational needs and disabilities
Robinson, Deborah, Codina, Geraldene, Jill, Hanson and Eleni, Dimitrellou 2020. Careers coaching for social justice: the case of school leadership and inclusive education for children and young people with special educational needs and disabilities. University of Derby.Developing more inclusive schools for pupils with special educational needs: key messages for school leaders and communities
Robinson, Deborah, Hanson, Jill, Codina, Geraldene, Dimitrellou, Eleni and Qureshi, Sarwat 2020. Developing more inclusive schools for pupils with special educational needs: key messages for school leaders and communities.Understanding inclusion
Wharton, Julie, Codina, Geraldene, Middleton, Tristan and Esposito, Rosanne 2020. Understanding inclusion. Nasen.SENCO induction pack: Supporting you at the start of your journey
Whatton, Julie, Codina, Geraldene, Middleton, Tristan and Esposito, Rosanne 2019. SENCO induction pack: Supporting you at the start of your journey. Whole School SEND/DfE/LLSENDCiC/nasen.The impact of books on social inclusion and development and well-being among children and young people with severe and profound learning disabilities: recognising the unrecognised cohort
Robinson, Deborah, Moore, Nicki and Harris, Catherine 2019. The impact of books on social inclusion and development and well-being among children and young people with severe and profound learning disabilities: recognising the unrecognised cohort. British Journal of Learning Disabilities.Education, health and care plans: A qualitative investigation into service user experiences of the planning process.
Adams, Lorna, Tindle, Angus, Basran, Sabrina, Dobie, Sarah, Thomson, Dominic, Robinson, Deborah and Codina, Geraldene 2018. Education, health and care plans: A qualitative investigation into service user experiences of the planning process. Department for Education.Experiences of education, health and care plans: A survey of parents and young people.
Adams, Lorna, Tindle, Angus, Basran, Sabrina, Dobie, Sarah, Thomson, Dominic, Robinson, Deborah and Shepherd, Claire 2017. Experiences of education, health and care plans: A survey of parents and young people. Department for Education.Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England.
Robinson, Deborah, Moore, Nicki and Hooley, Tristram 2018. Ensuring an independent future for young people with special educational needs and disabilities (SEND): a critical examination of the impact of education, health and care plans in England. British Journal of Guidance & Counselling. 46 (4), pp. 1-14. https://doi.org/10.1080/03069885.2017.1413706Agency in the darkness: ‘fear of the unknown’, learning disability and teacher education for inclusion
Robinson, Deborah and Goodey, Chris 2017. Agency in the darkness: ‘fear of the unknown’, learning disability and teacher education for inclusion. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2017.1370738Developing the effectiveness of teacher education for inclusion
Robinson, Deborah 2017. Developing the effectiveness of teacher education for inclusion.Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward
Robinson, Deborah 2016. Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2016.09.007