[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589254-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589254-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","exploring-and-developing-pedagogies-for-neurodiverse-students-in-further-education-and-training-in-ireland","Exploring and Developing Pedagogies for Neurodiverse Students in Further Education and Training in Ireland","","Qualitative findings from a Master’s research study examine the lived experiences of neurodiverse students in Post Leaving Certificate (PLC) courses in Ireland. Semi-structured interviews with neurodiverse learners in 2021 inform a discussion of holistic experiences in the Further Education and Training (FET) sector, and the paper presents teaching and learning frameworks for neurodivergent environments. Recommendations aim to build a more equitable learning setting in FET through inclusive, research-based approaches.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exploring-and-developing-pedagogies-for-neurodiverse-students-in-further-education-and-training-in-ireland/589254/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exploring-and-developing-pedagogies-for-neurodiverse-students-in-further-education-and-training-in-ireland/589254.png","ImageObject",300,407,{"name":42,"@type":43},"Đào","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What study methods does the paper use?","Question",{"text":63,"@type":64},"The paper draws on qualitative findings from a Master’s research study that used semi-structured interviews with neurodiverse learners in 2021.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which setting in Ireland is the focus of the research?",{"text":68,"@type":64},"The research focuses on neurodiverse students’ lived experiences in Post Leaving Certificate (PLC) courses within Ireland’s Further Education and Training (FET) sector.",{"name":70,"@type":61,"acceptedAnswer":71},"What framework is discussed to support equitable teaching and learning?",{"text":72,"@type":64},"The paper discusses the Quantum Ten (Q10) Equity Framework, an integrated model incorporating multiple research-based educational theories and practices.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589254,1792166486,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Exploring and Developing Pedagogies for Neurodiverse Students in Further Education and Training in Ireland  \nmari-carmen postigo alvarez and talisa sullivan  \nAbstract  \nThis paper draws on the qualitative findings of a Master’s research study which focused on the unique voice of neurodiverse students’ lived experiences in Post Leaving Certificate (PLC) courses in Ireland. Semi-structured interviews were conducted with neurodiverse learners in 2021 and these findings, with relevance to the Further Education and Training (FET) sector, are discussed in this paper. The findings relate to the holistic experiences of neurodiverse adults. The article presents several frameworks relevant to teaching and learning in neurodivergent environments. Finally, recommendations are made to create a more equitable learning environment in FET for neurodiverse students.  \nKeywords: Neurodiversity, Further Education and Training, Teaching-Learn– ing Environments, Quantum Ten (Q10) Equity Framework, and Pedagogy  \nIntroduction  \nThe Further Education and Training (FET) sector in Ireland is characterised by a higher-than-average diversity in its student populations when compared to mainstream education sectors. Guerin and Dulee-Kinsolving (2019) ident– ified that 5% of the student population presents with reported disabilities, of whom only 56.4% reach certification in their chosen education and training programmes. Contemporary literature asserts that there is a need for effective FET teacher training to accommodate the neurodiverse student population by integrating inclusive pedagogies (Breakey, 2006) . However, there is a lack of research on how to prepare teachers to implement inclusive lessons in FET (McGuire-Schwartz and Arndt, cited in Reynor, 2019) .  \nMoreover, a knowledge gap was identified in the complex teaching and learning environment (TLE) in the FET sector in Ireland. There is a dearth of research  \nin relation to neurodiverse students’ experiences. A more comprehensive understanding of the challenges faced by neurodiverse students is necessary to inform teacher training and the provision of high-quality education, with the aim of providing high levels of learning for neurodiverse students, and potentially to all students (Chown and Beavan, 2012; Fovet, 2018) .  \nArmstrong and Humphrey (2009) warned that the absence of provisions in support of neurodiverse students in the FET sector places them at risk and can ultimately lead to negative outcomes and non-progression. These risks include negative self-evaluation, self-defeating strategies, reduced self-esteem, and negative emotions (Burden, 2005; Riddick, 2010) . Figures published by An tSeirbhís Oideachais Leanúnaigh agus Scileanna (SOLAS) in 2019, the state agency commissioned to ‘build a world-class FET sector for Ireland’s future’, show quite concerning figures in FET in Numbers 2018 Learners with Disabilities. The report featured the first release of figures referencing students with disabilities in FET in Ireland. Guerin and Dulee-Kinsolving (2019) identified that 5% of the student population presents with reported disabilities, of whom only 56.4% reach certification in their chosen education and training programmes. Prior to this report, no empirical data was available that recognised this particular cohort within the FET sector. Also, it should be noted that autism was not included in this report.  \nIn addition, research shows that the rate of students with disabilities in thirdlevel education has doubled in the last five years, but this may reflect better identification and reporting (O’Brian, 2017) . Likewise, it is estimated that the number of neurodiverse students attending FET is increasing every year. The data suggests that there were 70 students with autism in further education in 2004/05; 105 in 2006/07; and 80 in 2007/08, which is about 0.5% of all disabled learners (a lower number than reported by the colleges themselves) . Also, if more had diagnoses, the numbers co","cbCaisATD4BH4gql","https://ap.wps.com/l/cbCaisATD4BH4gql","pdf",324791,35,"English","# Abstract\n# Introduction\n## Neurodiversity in Ireland’s FET sector\n## Teaching and learning environment gaps\n## Inclusive frameworks and recommendations","[{\"question\":\"What study methods does the paper use?\",\"answer\":\"The paper draws on qualitative findings from a Master’s research study that used semi-structured interviews with neurodiverse learners in 2021.\"},{\"question\":\"Which setting in Ireland is the focus of the research?\",\"answer\":\"The research focuses on neurodiverse students’ lived experiences in Post Leaving Certificate (PLC) courses within Ireland’s Further Education and Training (FET) sector.\"},{\"question\":\"What framework is discussed to support equitable teaching and learning?\",\"answer\":\"The paper discusses the Quantum Ten (Q10) Equity Framework, an integrated model incorporating multiple research-based educational theories and practices.\"}]","Exploring and Developing Pedagogies for Neurodiverse Students in Further Education and Training in Ireland | PDF",1792066842,88]