Dr. Donatella Camedda

• Florian, Lani & Camedda, Donatella, Enhancing teacher education for inclusion, European Journal of Teacher Education, 43, (1), 2020, p4 - 8Journal Article, 2020, DOI , TARA - Full Text
• Donatella Camedda, 'Dieci casi di ordine apparente', Rapsodia Edizioni, 2020, -Poetry, 2020
• Donatella Camedda, Come ali di farfalla. L'incontro tra disabilità e migrazione nella prospettiva di una scuola inclusiva, Aracne Editrice, 2015Book, 2015
• Eleonora Zorzi, Donatella Camedda, Marina Santi, Tra improvvisazione e inclusione: il profilo polifonico delle professionalità educative, Italian Journal of Special Education for Inclusion, 2019, p90 - 100Journal Article, 2019, DOI , URL
• Il futuro presente: proiezioni di una scuola inclusiva di inizio millennio in, editor(s)Canevaro Andrea, Ianes Dario , Lontani da dove? Passato e futuro dell'inclusione scolastica in Itali, Erickson, 2017, pp179 - 189, [Donatella Camedda]Book Chapter, 2017
• Donatella Camedda, Marina Santi, Essere insegnanti di tutti. Atteggiamenti inclusivi e formazione per il sostegno, Integrazione scolastica e social, 15, (2), 2016, p141 - 149Journal Article, 2016, TARA - Full Text
• Essere insegnanti di tutti. Atteggiamenti inclusivi e formazione per il sostegno in, editor(s)Ianes Dario , Evolvere il sostegno si può (e si deve), Erickson, 2016, pp35 - 45, [Donatella Camedda, Marina Santi]Book Chapter, 2016
• Glossary, Epistemologia dell'inclusione? Un paradosso "speciale" per una sfida possibile in, editor(s)Margiotta U. , Ontologia Special Educati, Pensa Multimedia, 2014, pp2 - 33, [Marina Santi, Donatella Camedda, Eleonora Zorzi]Book Chapter, 2014
• Donatella Camedda, Inclusione, una comprensione profonda. Gli atteggiamenti inclusivi degli insegnanti tra valori e pratica, Nessuno Escluso-None Excluded, Bergamo Italy, 28-29/01/2016, edited by Fabio Dovigo Clara Favella Anna Pietrocarlo Vincenza Rocco Emanuela Zappella , University of Bergamo - Università di Bergamo 2016, 2016, pp75 - 80Conference Paper, 2016
• Donatella Camedda, Come ali di farfalla. Percezioni di insegnanti ed educatori sull'incontro tra disabilità e differenza culturale, Nessuno Escluso-None Excluded, Bergamo Italy, 2016, edited by Fabio Dovigo Clara Favella Anna Pietrocarlo Vincenza Rocco Emanuela Zappella , 2016, pp212 - 215Poster, 2016, TARA - Full Text
• Camedda, D., Mirman-Flores, A., Ryan-Mangan, A, Young researchers need help with academic networking, 2017, -Miscellaneous, 2017, URL
• Integrazione Scolastica e Sociale, Erickson, [scientific committee member], 2020Editorial Board, 2020
• European Journal of Teacher Education, 43, 1, (2020), 1 - 126p, Lani Florian & Donatella Camedda, [eds.]Journal, 2020
• Denise De Souza, Zelinna Pablo, Michael Shevlin, Maria Theresa von Fürstenberg, Jennifer Banks, Debashis Sarker, Alejandra Rios Urzua, Donatella Camedda, Des Aston, Preconditions influencing the development of post-secondary training programs in universities for individuals with intellectual disabilities, Journal of Intellectual & Developmental Disability, 48, (3), 2023, p95 - 106Journal Article, 2023, URL
• La inclusión universitaria de estudiantes con discapacidad intelectual en Irlanda in, editor(s)Odet Moliner García , Democratizar la universidad Retos de la educación inclusiva en la formación postsecundaria de jóvenes con discapacidad intelectual, Spain, Octaedro, 2024, pp41 - 62, [Donatella Camedda, Des Aston]Book Chapter, 2024, URL
• Sabine Harter-Reiter; Donatella Camedda, Wirk-lich von Bedeutung Photovoice als partizipativer Forschungsansatz für Studierende mit Lernschwierigkeiten, Gemeinsam Leben, 2024, p156 - 164Journal Article, 2024
• Studenci z niepe"nosprawno"ci" intelektualn" w strukturach szkolnictwa wy"szego w Irlandii in, editor(s)Otr"bski, Wojciech , Stan wiedzy oraz model dotychczasowej praktyki kszta"cenia ustawicznego i aktywno"ci zawodowej doros"ych osób niepe"nosprawnych intelektualnie. Think College / Think Work, Poland, Wydawnictwo KUL, 2023, pp71-90 , [Camedda, Donatella; Aston, Des]Book Chapter, 2023, URL
• Donatella Camedda, Jennifer Banks, Barbara Ringwood, Empowering Diversity: A Case Study on Inclusive Assessment and Universal Design for Learning in a Post-Secondary Programme for Students with Intellectual Disabilities, All Ireland Journal of Higher Education, 16, (2), 2024, p1 - 22Journal Article, 2024, TARA - Full Text
• Odet Molinar Garcia, Donatella Camedda, Challenges and dilemmas in a postsecondary education program for people with intellectual disabilities: a qualitative research, research in developmental disabilities, 2024Journal Article, 2024
• Donatella Camedda, Sabine Harter-Reiter, College Voices: co-researching the experience of students with intellectual disabilities in higher education through photovoice, Journal of Policy and Practice in Intellectual Disabilities, 2024Journal Article, 2024

• O'Neill, R., Bowie, J., Foulkes, H., Cameron, A., Meara, R. & Camedda, D, Families living on a low income bringing up deaf children, Edinburgh, Scottish Sensory Centre, 2019Report, URL
• Donatella Camedda, Michael Shevlin, John Kubiak, University for ALL? The case of the Arts, Science and Inclusive Applied Practice Certificate, Conference Proceedings, European State-Of-The-Art Congress on Inclusive Post-Secondary Programmes for Students with Intellectual Disabilities - ESOTA, Salzburg, 27-28/10/2022, edited by Pedagogical University of Salzburg , 2023, pp11 - 15Conference Paper
• Donatella Camedda, Michael Shevlin, John Kubiak, University for ALL? The case of the Arts, Science and Inclusive Applied Practice Certificate. European State-Of-The-Art Congress on Inclusive Post-Secondary Programmes for Students with Intellectual Disabilities, European State-Of-The-Art Congress on Inclusive Post-Secondary Programmes for Students with Intellectual Disabilities, Salzburg, Salzburg, 23-10-2022, 2022Conference Paper

My research is grounded in the field of inclusive education, with a particular focus on teacher education for inclusion, educators" attitudes, and the development of inclusive higher education. Through qualitative and mixed-methods approaches, I adopt an interdisciplinary perspective that integrates arts-based research, inclusive participatory methodologies, and traditional research methods to explore the complexities of education systems and their responsiveness to diverse learner needs, fostering the creation of inclusive learning environments. As the principal investigator of several projects, I lead innovative initiatives that bridge academic scholarship and practical applications, contributing new insights to the field of inclusive education. My expertise includes participatory methodologies such as photovoice and the facilitation of Universal Design for Learning (UDL) practices, which inform both research and teaching. I have secured several prestigious research awards, including national funding from the Irish Research Council (IRC), the DEFHERIS Path 4, and Trinity College Dublin"s internal funding schemes such as the Trinity Doctorate Research Award and the TRiSS Research Fellowship. In addition, I have applied for competitive international and European grants, including the Spencer Foundation, ERASMUS+, and most recently the ERC (European Research Council), focusing on the development of theoretical models for studying teachers" attitudes and practices. My research is deeply informed by the research-teaching nexus, integrating research into teaching practices and availing of research-informed curriculum design. This approach ensures that teacher education programs are not only theoretically robust but also practical and adaptable to real-world contexts. International recognition of my work is evidenced by invitations to speak at conferences, seminars, and workshops, as well as by publications in prestigious journals. Through leadership in academic initiatives and collaboration with academics, practitioners, and policymakers, I continue to advance the field of inclusive education, driving systemic change and enhancing teacher preparation to meet the needs of all learners.

• Title

  The effects of physical activity in cognitive function in university students with intellectual disabilities
  Summary

  This project aims to explore the impact of physical activity (PA) on cognitive function among students with intellectual disabilities (ID) attending the Arts, Science and Inclusive Applied Practice (ASIAP) course in Trinity. PA sessions are part of the ASIAP curriculum to support student wellness and well-being. PA has been shown to be beneficial for individuals with ID, with research reporting a wide range of advantages for this population, such as better postural control, improved strength, improved quality of life (Bartlo and Klein, 2011; Bondar et al., 2020) and aerobic fitness (Pastula et al., 2012). Moreover, daily PA has been also associated with improvements in memory and cognitive function in children and adolescents (Bidzan-Bluma and Lipowska, 2018). However, there is paucity of research on the effects of physical activity on cognitive function young adults with ID. The main objective of this study is to investigate whether moderated-to-vigorous physical activity (MVPA) can improve cognitive function (e.g., problem solving, decision making, and attention) and aerobic fitness among young adults with IDs.
  Funding Agency

  Trinity College Dublin
  Date From

  01/09/2023
  Date To

  01/09/2025
• Title

  Learning Together: Facilitating a mutual co-learning environment for students with intellectual disabilities and their undergraduate peers
  Summary

  The long-term goal of the research is to explore how best to facilitate a successful co-learning environment for students with intellectual disabilities and their undergraduate peers. The aim is to hear the opinions and ideas of TCPID and School of English currently participating in the Irish Writing Module to better understand what would work or not work in a permanent co-learning module.
• Title

  Enhancing LMS Accessibility for students with ID in Higher Education
  Summary

  This research aims to assess the benefits and challenges of the current Learning Management Systems (LMS) for students with an Intellectual Disability (ID) We aim to; 1. Map the accessibility of Trinity's current LMS and other platforms (Mircosoft TEAMS) 2. Assess current LMS suitability from the learner"s perspective. 3. To identify benefits and challenges of using LMS in Higher Education programmes for students with ID
  Funding Agency

  TCPID
• Title

  Proposal for Enhancement of course provision in Higher Education for Students with Intellectual Disabilities
  Summary

  Our goal for this project is that on completion of the three-year pilot we will have created a defined and sustained university and employment pathway for students with an intellectual disability. That their journey will be one where they are informed of options, have planned for their education, have choice and autonomy once in university and feel included in college life. That they are challenged and feel prepared to move onwards to employment or further education.
  Funding Agency

  DFHERIS
  Date From

  01/09/2024
  Date To

  01/09/2026
• Title

  Understanding Inclusive Teachers' Attitudes: from theory development to methodological application UNITAS
  Summary

  The main goal of this project, situated in the field of inclusive education, is to understand the core elements of inclusive teachers" attitudes through the development of a new theoretical framework and methodological application in order to provide an innovative research paradigm. The project further aims to analyse the relationship between teachers" inclusive attitudes and the educational/teaching practice. Understanding what characterises inclusive attitudes and their relationship with educational practice is crucial to develop and sustain inclusive education environments that truly respond to the growing diverse student population"s needs. The objectives are: - Formulate a new theoretical model of teachers" inclusive attitudes - Develop a methodological approach to study inclusive attitudes and the relationship with educational/teaching practice - Assess the validity of both theory and methodology The provisional and initial research questions are: - What alternative models can be used to build a theoretical framework of teachers" inclusive attitudes in relation to pedagogical practice? - How can the transition between attitudes and practice be investigated? The anticipated impact of this project includes advancing the understanding of inclusive education by establishing a new theoretical model and methodological approach to examine teachers' inclusive attitudes, thereby fostering the development of more effective and responsive inclusive education environments to cater to the diverse needs of students without focusing only on specific groups.
  Funding Agency

  Enterprise Ireland
  Date From

  15/04/2024
  Date To

  15/04/2026
• Title

  Teachers' attitudes towards inclusive education: a systematic review
  Summary
  Funding Agency

  TCPID
  Date From

  01/05/2022
  Date To

  01/05/2023
• Title

  Promoting Education and Employment Resources for People with Intellectual Disabilities in Ireland
  Summary

  The PEER4ID project focuses on transition phases in and between education and employment for people with intellectual disabilities. This collaborative project will investigate current challenges and opportunities in the cross-sectionalism of education and employment support services for people with ID both from the individuals" personal experience and from service providers" perspective. The research will adopt a mixed-method approach including questionnaires, interviews and focus groups with people with ID, families/carers, and professionals. Project outcomes will contribute to a better understanding of the issues faced by people with ID when transitioning through education and employment that will inform future national policies/research.
  Funding Agency

  IRC
  Date From

  1/12/23
  Date To

  30/11/24
• Title

  INclusion of Students with Intellectual Disabilities in higher Education " INSIDE "
  Summary

  The Inclusion of Students with Intellectual Disabilities in Higher Education (INSIDE) project aims to fill this research gap by investigating the sustainability of university programs for people with ID and their impact on students' lives. The project will be conducted nationwide, involving all Irish higher education institutions providing post-secondary initiatives for students with ID. It consists of two main research objectives: understanding the impact during college attendance and exploring the impact after graduation. The project will employ a mixed-methods approach, incorporating participatory and inclusive research principles, including surveys, interviews, focus groups, and creative methodologies such as photovoice or visual arts. The research tools will be co-designed with input from people with ID who have attended higher education courses. The project's outputs will include a PhD thesis, journal papers, conference papers, national workshops, and public engagement activities. The study is expected to have both social and academic impact by providing evidence to sustain the future development of higher education courses for people with ID and promoting social justice, equitable access to education, and an inclusive society. It will also contribute to the field of inclusive education and the global agenda of inclusive higher education. Overall, the INSIDE project seeks to generate knowledge that will inform the inclusive development of higher education in Ireland and potentially influence other European countries, while also advancing the academic understanding of inclusive education for individuals with ID.
  Funding Agency

  Trinity Colle Dublin
  Date From

  01/03/2024
  Date To

  01/03/2028
• Title

  Sustainable Inclusive Post-Secondary Education Programmes for people with Intellectual Disabilities
  Summary

  We aim to develop and implement holistic institutional strategies for inclusion for people who have an intellectual disability increasing fairness in access and the participation and completion rates of a seriously under-represented group to promote a participatory approach and empowerment of key stakeholders including people with ID and to build multi-sector (higher education, employers, community) national support networks.
  Funding Agency

  ERASMUS+
• Title

  Breaking Barriers: A Photovoice Project on the Experiences of College Students with Intellectual Disabilities
  Summary

  This project is a participatory study that involves students with intellectual disabilities (ID) through photovoice, a novel approach that uses photography to express people"s views on topics that are relevant to them. The project sits within the inclusive research framework, which epitomizes the transformation away from research on people, to research with them (Nind, 2020). The aim of the project is to support the empowerment and self-advocacy of students with ID attending the Arts, Science and Inclusive Applied Practice (ASIAP) programme in the Trinity Centre for People with Intellectual Disability (TCPID) in the School of Education. The students will become co-researchers to investigate and showcase their experiences as College students in Trinity through Photovoice, a visual participatory research methodology whereby participants take photographs to help document, reflect upon, and communicate issues of concern while stimulating social change.
  Funding Agency

  TRiSS
  Date From

  01/01/2024
  Date To

  30/06/2024
• Title

  Factors Involved in the Co-Production of Accessible Documents for Students and Graduates with Intellectual and/or Other Developmental Disabilities.
  Summary

  The research aims to explore how to involve students and recent graduates in the co-production of accessible documents for other students. It aims to inform students about consent and develop accessible consent forms and information for students with intellectual and or other developmental disabilities.
  Funding Agency

  TCPID
• Title

  UDL and Inclusive Assessment in the Arts, Science and Inclusive Applied Practice (ASIAP) programme: a case study
  Summary

  This case study aims at investigating students" perspective of UDL based assessment to gather some evidence with a view to further developing inclusive assessment strategies in the ASIAP course.
  Funding Agency

  TCPID
• Title

  College Voices: Experiencing Trinity College, Diverse Perspectives. A Photovoice Study
  Summary

  The project aims at documenting the experience of students with intellectual disabilities attending Trinity college through participatory photography (Photovoice).
  Funding Agency

  TCPID
• Title

  A CONCEPTUAL MODEL FOR DEVELOPING AN INCLUSIVE CURRICULUM FOR ALL LEARNERS WITH INTELLECTUAL AND DEVELOPMENTAL  DISABILITY "
  Summary
  Funding Agency

  TCPID

Education, Other social sciences,

• Best Supervisor University of Edinburgh - Nomination 2018
• Best master thesis, Barbara Poli Award, University of Bologna 2013
• Wiley Research Hero - Nomination 2024
• Trinity Research Excellence - Nomination 2023
• TRiSS Academic Research Fellowship 2023-2024 2023
• Trinity Research Doctorate Award 2023-2024 2023

• Member of the Italian Society of Special Education, SIPES 2022
• Member of the Scottish Educational Research Association, SERA 2022
• Member of the International Association for the Scientific Study of Intellectual and Developmental Disabilities (IASSIDD) to date
• Member of the Educational Studies Association of Ireland to date
• Member of the Italian Researchers International Association, AIRI to date

• Irish Inclusion Consortium since 1/09/21
• TOBAR project Steering Committee meber 2021
• Reviewer for Italian Journal of Special Education for Inclusion since 2019
• Reviewer for British Journal of Learning Disabilities since 2021
• Inclusive National Higher Education Forum (INHEF), Steering committee member since 1/09/21
• Reviewer for UKRI-ESRC grants 2021
• Reviewer for The Journal of Policy and Practice in Intellectual Disabilities 2024
• Reviewer for Teachers and Teaching Education Journal since 2021
• Integrazione Scolastica e Sociale, Erickson, Editorial Board member since 2020
• REVIEWER for Journal of Intellectual Disabilities
• PhD Viva External Examiner University of Northampton, UK 29/10/2024
• LEAD Guest Editor for the British Journal of Learning Disabilities 2023
• Reviewer for International Journal of Inclusive Education since 2020
• Reviewer for Scandinavian Journal of Educational Research 2020
• PhD VIVA External Examiner, UCD, Ireland 24/10/2022
• REVIEWER for Vernon Press
• Reviewer for International Education Journal: Comparative perspectives 2017