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National Institute of Intellectual Disability, Trinity College Dublin, Ireland

The National Institute for Intellectual Disability (NIID) is one of Trinity College Dublin's most innovative initiatives. Its mission is promoting inclusion for people with intellectual disability through education, research and advocacy.

Opportunities for Authentic Experience and Reflection: A Teaching Programme Designed to Change Attitudes Towards Disability for Pre-service Teachers

This paper investigates the beliefs and attitudes towards people with disabilities of 11 pre-service teachers.

Outcomes of children with mild-profound congenital hearing loss at 7 to 8 years: A population study

Cognitive, linguistic, social and behavioural development of children with hearing-loss were assessed as part of a large study. Children with hearing-loss developed reading and language skills later than others. However, there was no significant difference regarding adaptive functioning and health.

Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism

This study examined the effectiveness of two communication interventions for preschool-aged children with autism. Results showed evidence of the interventions.

People with a disability in vocational education and training: a statistical compendium

This statistical compendium has been produced to aid planning and strategy development in vocational educational training (VET), as well as to identify gaps in the available data.

People with a Disability in Vocational Education and Training: A Statistical Compendium

This statistical compendium examines vocational education and training (VET) students with a disability focusing on their participation levels, achievements and outcomes from VET, and identifies gaps and/or issues with the existing data.

People with developmental disabilities teaching medical students–does it make a difference?

This paper assesses changes in attitudes of fourth year undergraduate medical students towards interacting with people with developmental disabilities. After an intervention, students' attitudes became more positive.

Perspectives on Education and Training: Social Inclusion, 2009

This article assesses barriers to participation in education for 'at risk' groups, such as people who have a mental illness or disability, people from culturally and linguistically diverse (CALD) backgrounds, and people from low socioeconomic backgrounds.

Perspectives on the role of the community pharmacist in the provision of healthcare to people with intellectual disabilities: exploration of the barriers and solutions

The objective of this study was twofold: to gain an understanding of the perceptions of individual pharmacists in relation to their role in the provision of healthcare for people with intellectual disabilities, and to identify barriers impacting on successful implementation of this role.

Phonological awareness skills in young boys with Duchenne muscular dystrophy

This study compared the reading abilities of children with Duchenne muscular dystrophy (DMD) with those of typically developing children. The results showed that the children with DMD performed poorer on ability tests than other children. Thus the former group require phonological training.

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Research to Action Guides

  • This Guide explores what the research evidence tells us makes a difference in group homes, and to the lives of people who live in them....
  • This Research to Action Guide promotes and supports best practice in inclusive research by providing a review of the evidence and strategies that ensure end-use...