Margaret is an Assistant Professor in Inclusive Education and the MAP Academic Advisor for the Education Department. Her experience in inclusive and special education includes teaching, teacher professional learning design and delivery, policy development and curriculum design. Before joining Maynooth University in 2022 Margaret was the Education Officer with responsibility for Inclusive Education and Diversity at the National Council for Curriculum and Assessment (NCCA). She led and collaborated on inclusive curriculum review and design projects across primary and post-primary. Margaret also worked in the teacher professional development service, Junior Cycle for Teachers (JCT) where she designed and delivered continuous professional development training on specific curriculum programmes for students with intellectual disabilities, inclusive practices in the mainstream classroom, and Universal Design for Learning (UDL). She has also provided professional development on inclusive education and UDL to government agencies, including National Council for Special Education (NCSE), Professional Development Services for Teachers and Junior Cycle for Teachers (now Oide) and the National Educational Psychological Support Services (NEPS).
As a Fulbright Scholar, in 2021 Margaret worked with Lynch School of Education and Humanities at Boston College and CAST to explore equity, diversity, inclusion, and social justice through the lens of UDL. She now sits on CAST’s UDL Guidelines 3.0 Collaborative that supports and informs the process of re-envisioning CAST’s UDL Guidelines to specifically address systemic barriers to equitable learning opportunities and outcomes.
Peer Reviewed Journal
|2023||Bray, A.; Devitt, A.; Banks, J.; Sanchez Fuentes, S.; Sandoval, M.; Riviou, K.; Byrne, D.; Flood, M.; Reale, J.; Terrenzio, S. (2023) 'What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level'. British Journal of Educational Technology, . [Link] [DOI] [Full-Text]|
|2021||Flood, M.; Banks, J. (2021) 'Universal Design for Learning: Is it gaining momentum in Irish education?'. Education Sciences, 11 (7):341-352. [Link] https://doi.org/10.3390/educsci11070341 [Full-Text]|
|2021||Flood, M.; Logan, A. (2021) 'Where we were then: An illuminative evaluation of teacher knowledge, beliefs and practices in relation to Level 2 Learning Programmes and inclusion in a mainstream post primary school'. REACH: JOURNAL OF SPECIAL NEEDS EDUCATION IN IRELAND, 34 (2):34-48. [Link] [Full-Text]|
|2023||Andrea R. Harkins-Brown; Margaret Flood (2023) 'Special Education Policy in the United States and Ireland: Comparisons and Analysis Through the Lens of Universal Design for Learning' In: Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles. usa : IGI Global. [Link] [DOI]|