Deirdre Forde

    Froebel Department of Primary and Early Childhood Education, ALL Institute

    School of Education
    3rd
    317
    (01) 474 7411

    Biography

    Deirdre Forde is a chartered child and educational psychologist, and assistant professor at MU in Teacher Education, Froebel Department of Primary and Early Childhood Education. Deirdre specialises in the area of Inclusive and Special Education. Deirdre is the programme leader of the Postgraduate Diploma in Inclusive and Special Education. She qualified as a primary school teacher and has a broad range of teaching experiences, in both mainstream and special schools. She also worked with the Travellers Youth Service, supporting young people at risk. Deirdre was an Associate Advisor with the Special Education Support Service and was involved in the delivery of continuous professional development for qualified teachers working in the area of Special Education. Deirdre has extensive experience working across a variety of psychological services, as part of a multi-disciplinary team, in both educational and clinical practice. She has worked across youth services supporting the educational, psychological and well being needs of teenagers. She has also worked in family-centered multidisciplinary team clinical environments to support the psychological and educational needs of children and young people. Deirdre is a member of the ALL (Assisting Living and Learning) Institute in Maynooth University, ICON (Interdisciplinary Children's Outcomes Network) and MUSSI (Maynooth University Social Sciences Institute). Deirdre's research and teaching interests include: issues of inclusion and exclusion in education and society, strengths based approaches to support neuro diverse environments, children's voice, relational care, parental Involvement, policy and practice in the area of Inclusive and Special education and inclusive practice in Initial Teacher Education. 

    Research Interests

    Inclusive and Special Education Policy and Practice
    Disability Policy and Practice
    Human Rights Education
    Issues of Inclusion/ Exclusion
    Autism and Neurodiversity
    Early Childhood Education
    Chronic Health Conditions
    Disability and Higher Education

    Research Projects

      Project Role Funding Body / Program Description Start Date End Date Award (€)
    Review of Provision for Children with SEN across Irish Primary Schools Co- Principal Investigator / 01-MAR-22 12-DEC-22
    ALL means ALL; An interactive, modular, multimedia OpenTextbook for an inclusive and intersectional, multi-dimensional approach in teacher education Principal Investigator, Ireland / 01-JAN-22 30-SEP-24 300000
    DCEDIY Multi- Supplier Framework for the Provision of Services to the Department of Children, Equality,Disability, Integration and Youth Principal Investigator / 01-JAN-22 01-JAN-26
    Evaluation of Partnerships Schools Ireland Initiative Research Team Member / 01-FEB-21 01-OCT-22 30000

    Peer Reviewed Journals

      Year Publication
    2021 'Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation'
    Biesta G.;Heugh K.;Cervinkova H.;Rasiński L.;Osborne S.;Forde D.;Wrench A.;Carter J.;Säfström C.A.;Soong H.;O’Keeffe S.;Paige K.;Rigney L.I.;O’Toole L.;Hattam R.;Peters M.A.;Tesar M. (2021) 'Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation'. Educational Philosophy and Theory, [DOI] [Details]
    2021 'Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation'
    Biesta, G;Heugh, K;Cervinkova, H;Rasinski, L;Osborne, S;Forde, D;Wrench, A;Carter, J;Safstrom, CA;Soong, H;O'Keeffe, S;Paige, K;Rigney, LI;O'Toole, L;Hattam, R;Peters, MA;Tesar, M (2021) 'Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation'. Educational Philosophy and Theory, [DOI] [Details]
    2021 'Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s'
    O'Toole, L;McClelland, D;Forde, D;O'Keeffe, S;Purdy, N;Safstrom, CA;Walsh, T (2021) 'Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s'. British Educational Research Journal, 47 :1021-1038 [DOI] [Details]
    2021 'Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s'
    O’Toole L.;McClelland D.;Forde D.;O'Keeffe S.;Purdy N.;Säfström C.A.;Walsh T. (2021) 'Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s'. British Educational Research Journal, 47 (4):1021-1038 [DOI] [Details]
    2021 'Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s'
    O'Toole, L;McClelland, D;Forde, D;O'Keeffe, S;Purdy, N;Safstrom, CA;Walsh, T (2021) 'Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s'. British Educational Research Journal, 47 :1021-1038 [DOI] [Details]
    2021 'Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation'
    Biesta, G;Heugh, K;Cervinkova, H;Rasinski, L;Osborne, S;Forde, D;Wrench, A;Carter, J;Safstrom, CA;Soong, H;O'Keeffe, S;Paige, K;Rigney, LI;O'Toole, L;Hattam, R;Peters, MA;Tesar, M (2021) 'Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation'. Educational Philosophy and Theory, [DOI] [Details]
    2021 'Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation'
    Biesta G.;Heugh K.;Cervinkova H.;Rasiński L.;Osborne S.;Forde D.;Wrench A.;Carter J.;Säfström C.A.;Soong H.;O’Keeffe S.;Paige K.;Rigney L.I.;O’Toole L.;Hattam R.;Peters M.A.;Tesar M. (2021) 'Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation'. Educational Philosophy and Theory, [DOI] [Details]
    2021 'Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s'
    O’Toole L.;McClelland D.;Forde D.;O'Keeffe S.;Purdy N.;Säfström C.A.;Walsh T. (2021) 'Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s'. British Educational Research Journal, 47 (4):1021-1038 [DOI] [Details]

    Conference Publications

      Year Publication
    2021 Supporting Inclusive Practice across the Continuum of Teacher Education: from Initial Teacher Education to Continuing Professional Development
    Forde, D (2021) Supporting Inclusive Practice across the Continuum of Teacher Education: from Initial Teacher Education to Continuing Professional Development American Association for Research in Education [Details]

    Conference Contributions

      Year Publication
    2021 International Symposium on the landscape of Inclusion in the Irish Education System.
    Shevlin, M., Healy, C., Merrigan, C., McCoy, S, Carroll, E. Mihut, G., O'Mahony, K and Forde, D (2021) International Symposium on the landscape of Inclusion in the Irish Education System. [Oral Presentation], American Educational Research Association, America , 08-APR-21 [Details]
    2021 International Symposium on the landscape of Inclusion in the Irish Education System.
    Shevlin, M., Healy, C., Merrigan, C., McCoy, S, Carroll, E. Mihut, G., O'Mahony, K and Forde, D (2021) International Symposium on the landscape of Inclusion in the Irish Education System. [Oral Presentation], American Educational Research Association, America , 08-APR-21 [Details]
    2021 Supporting Inclusive Practice across the Continuum of Teacher Education; A Model SEN Placement.
    Deirdre Forde (2021) Supporting Inclusive Practice across the Continuum of Teacher Education; A Model SEN Placement. [Oral Presentation], American Educational Research Association, America , 08-APR-21 - 12-APR-21 [Details]
    2021 Contested Spaces and Special Educational Needs: Policy and Practice, Rights and Reality.
    Forde, D and Purdy, N. (2021) Contested Spaces and Special Educational Needs: Policy and Practice, Rights and Reality. [Oral Presentation], Australian Association for Research in Education, Australia , 29-NOV-21 [Details]

    Professional Associations

      Association Function From / To
    Psychological Society of Ireland Member /
    British Psychological Society Member /

    Committees

      Committee Function From / To
    Assisted Living and Learning Institute (ALL) Member /
    Interdisciplinary Children's Outcomes Network (ICON) Member /
    Maynooth University Social Sciences Committee (MUSSI) Member /
    Inclusive Education Special Interest Group (ESAI) Member / Treasurer /

    Outreach Activities

      Description

    Development of Inclusive and Accessible Sensory Trails in Athy, Co.Kildare

    Consultation with regards to a whole school approach to Including all students, particularly children with special educational needs.

    Voluntary psychoeducational assessments for children with special educational needs. Consultation with regards to individualised pupil support plans to support children with complex needs.

    Reviews

      Journal Role
    European Journal Of Social Sciences Reviewer