Publications

Under review

Rogers, N., Goodall, C. & Kenny, N. (under review). “He is trying his best to get his voice out”: A case study exploring the impact of Attention Autism for supporting development in communication and engagement amongst Autistic Pre-School Children within a Special School Setting. https://osf.io/jwd5f/

Kenny, N., Doyle, J. K., Doyle, A., O'Kelly, J., O'Neill, C., Earley, F., & Neilson, S. (Under review) ‘Tell me what my job is’’: A Qualitative Exploration of the Experiences of Autistic Academic Staff working in Higher Education in Ireland. 

McCoy, S., O'Higgins-Norman, J., Ye, K., & Kenny, N. (under review). Between Risk and Resilience: How Irish Students Perceive Bullying in Post-Primary Education. International Journal of Bullying Prevention. 

2025

Green, M., Kenny, N., & Kavanagh, A.M. (in press). ‘One of them is the way I think, the other is the way I am’: The Lived Educational Experiences of Autistic Trans and Nonbinary Students in the Republic of Ireland. Irish Education Studies.

Neilson, S., O'Kelly, J., Doyle, J. K., Kenny, N., O'Neill, C., Butler, S., & McDonald, J. (2025). A Co-Produced Qualitative Exploration of Autistic Experiences at an Irish Higher Education Institution. Autism in Adulthood. 110.1177/25739581251362835

Kazmierczak-Murray, S., Kenny, N., Carolan, S., & Doyle, A. (2025). “It’s wishy-washy [...] You are getting this diagnosis because we’ve ruled out everything else:” Developmental language disorder (DLD) diagnosis in the Republic of Ireland: A qualitative exploration of the perspectives of parents and clinicians. PloS one, 20(7), e0327373. https://doi.org/10.1371/journal.pone.0327373

Giltinan, K., Goodall, C., & Kenny, N. (2025). ‘Anxiety floods the entire system’: A qualitative study exploring teacher perspectives regarding how anxiety impacts autistic pupils with co‐occurring intellectual disabilities. Journal of Research in Special Educational Needs. [FULL TEXT]

Keoghan, C., Kenny, N., & Goodall, C. (2025). Teachers' Perspectives on Their Role in Supporting Early Inclusion for Autistic Pupils in Mainstream School Early Intervention Classes. Middletown Centre for Autism Research Journal. 

2024

Kenny, N., & Doyle, A. (2024). A phenomenological exploration of the lived experience of adults experiencing pathological demand avoidance. Neurodiversity, 2. https://doi.org/10.1177/27546330241277075

Travers, J., O’Reilly, C., Hinch, L.,  Kenny, N. (2024). Review of gifted education in Ireland with reference to provision and practice in Scotland, England, Finland, Canada, and Australia. Department of Education. 

O'Kelly, J., Kenny, N., Butler, S., & Scully, C. (2024). Future Expectations: A Qualitative Exploration of the Perceptions and Expectations of Autistic Adults Regarding the IMPACT Programme. Drumcondra: DCU. 

Kenny, N. & O'Kelly, J. (2024) How Autistic people can be supported accessing employment in Ireland. RTE Brainstorm

Shiels, T., Kenny, N. and McNamara, P.M. (2024), "A Disrupted Life: A Study of Young People Who Experience Traumatic Brain Injury in Higher Education in the Republic of Ireland", Rose, R. and Shevlin, M. (Ed.) Including Voices (International Perspectives on Inclusive Education, Vol. 23), Emerald Publishing Limited, Leeds, pp. 127-137. https://doi.org/10.1108/S1479-363620240000023010

Kenny, N., Neilson, S., O'Kelly, J., Doyle, J.K. and McDonald, J. (2024), "Exploring the Paradigm of Co-Produced Research Within the Context of the COVID-19 Pandemic", Rose, R. and Shevlin, M. (Ed.) Including Voices (International Perspectives on Inclusive Education, Vol. 23), Emerald Publishing Limited, Leeds, pp. 149-161. https://doi.org/10.1108/S1479-363620240000023012

Neilson, S., & Kenny, N. (2024). Visually mapping the interplay between pandemic interest groups and ‘the vulnerable’ in newspaper accounts, 2018–2022. In Kara, Helen, Mannay, Dawn and Roy, Alastair (Eds). The Handbook of Creative Data Analysis, Bristol, UK: Policy Press, 2024. https://doi.org/10.56687/9781447369592

2023

Shiels, T., Kenny, N., Oppong, S., Shiels, R., & Mannix-McNamara, P. (2023). Care does not just belong at home: inclusion in doctoral supervision for a student with traumatic brain injury. Disability & Society, 1-23.https://doi.org/10.1080/09687599.2023.2295797

Kenny N, McCoy S, O’Higgins Norman J. (2023). A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision. Education Sciences.13(9):959. https://doi.org/10.3390/educsci13090959

Rice C, Kenny N, Connolly L. (2023). Exploring the Attitudes of School Staff towards the Role of Autism Classes in Inclusive Education for Autistic Students: A Qualitative Study in Irish Primary Schools. Education Sciences. 13(9):889. https://doi.org/10.3390/educsci13090889

O'Neill, C., & Kenny, N. (2023). What do autistic teachers have to say about working in Irish schools? RTE Brainstorm. 

O’Neill, C., & Kenny, N.(2023, July 24). Knowledge of Autism. In Encyclopedia. https://encyclopedia.pub/entry/47153

O’Neill C, and Kenny N. (2023). “I Saw Things through a Different Lens…”: An Interpretative Phenomenological Study of the Experiences of Autistic Teachers in the Irish Education System. Education Sciences. 2023; 13(7):670. https://doi.org/10.3390/educsci13070670

Tiernan, P., Kenny, N., & McCarren, A. (2023). Crossroads: Collaboration at the Intersection of Pandemic and Post-Pandemic Times. Education Sciences, 13(3), 288.

Kenny, N., Doyle, A., & Horgan, F. (2023). Transformative Inclusion: Differentiating Qualitative Research Methods to Support Participation for Individuals With Complex Communication or Cognitive Profiles. International Journal of Qualitative Methods (22): 1–1. DOI: 10.1177/16094069221146992

Kenny, N., O'Reilly, S., & Jones, E. (2023). Scoping Review Report on Peer-Led Bullying prevention programmes differentiated for Children and Young People with SEN/D. Anti-Bullying Centre: DCU 

Dupont, M., Scanlon, G., Doyle, A., Kenny, N., & Flynn, P. (2023). The Pre-transition Experiences of Parents of Pupils with Additional Needs Moving from Primary to Post-primary School in an Area of Social Disadvantage in Ireland. International Journal of Educational and Life Transitions, 2(1): 3, pp. 1–17. 

Doyle, C., and Kenny, N. (2023) 'Children and adolescents with Intellectual Disabilities' In: Fundamentals of Intellectual Disability: Health and Social Care Across the Lifespan. Berlin : Springer.

2022

Horgan, F., Kenny, N., & Flynn, P. (2022). A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools. Autism. 

Shiels, T., Kenny, N. Shiels, R. & Mannix McNamara, P. (2022) 'Transmethodology: An innovative research approach for inclusion studies for those with Traumatic Brain Injury. Outline - Critical Practice Studies, 22: 304-340. 

McGrath, L. & Kenny, N. (2022) Teacher experiences of using the Aistear Early Childhood Education Curriculum to support inclusion for autistic pupils within Irish mainstream primary schools. REACH - Journal of Inclusive Education in Ireland.

Egan, C. & Kenny, N. (2022) '“A different world” – Supporting self-efficacy among teachers working in special classes for autistic pupils in Irish primary schools'. REACH - Journal of Inclusive Education in Ireland. 

Doyle, A., & Kenny, N. (2022). Mapping Experiences of Pathological Demand Avoidance in Ireland. Journal of Research in Special Educational Needs. 

2021

Shiels, T., Kenny, N., Shiels, R. & Mannix-McNamara, P. (2021) Incivility in Higher Education: Challenges of Inclusion for Neurodiverse Students with Traumatic Brain Injury in Ireland. Societies, 11 (2):60-75. 

2020

Kenny, N., McCoy, S., & Mihut, G. (2020). Special education reforms in Ireland: changing systems, changing schools. International Journal of Inclusive Education, 1-20.

Doyle, A., Kenny, N., & McNally, S. (2020). Mapping Experiences of Pathological Demand Avoidance in Ireland. PRISM DLR, 

Doyle, A. & Kenny, N. (2020) Supporting individuals with PDA in Higher Education. 

Doyle, A. & Kenny, N. (2020) Evidence informed advice for working with children, young people & adults with PDA in clinical settings. 

Doyle, A., & Kenny, N. (2020) Evidence informed advice for parents by parents for supporting children with PDA. 

Doyle, A. & Kenny, N. (2020) Evidence-Informed Guidelines for supporting individuals with PDA as support workers. 

Doyle, A. & Kenny, N. (2020) Evidence informed advice for supporting children with PDA in Primary School settings. Dublin: GFP 

Doyle, A. & Kenny, N. (2020) Evidence-Informed advice for supporting young people with PDA in secondary school. Dublin: GFP 

Doyle, A. & Kenny, N. (2020). Evidence-informed guidelines for practitioners supporting individuals with PDA in adult services. Dublin: GFP 

2018

Hearne, L., King, P., Geary, T. & Kenny, N. (2018). Science of the singular'; An explanatory single case study of whole school guidance counselling in Ireland'. International Journal for Educational and Vocational Guidance, .

O’Flaherty, J., McCormack, O., Gleeson, J., O’Reilly, B., O’Grady, E., & Kenny, N. (2018). Developing the characteristic spirit of publicly managed schools in a more secular and pluralist Ireland. Cambridge Journal of Education, 48(3), 317-333.

2016

Hearne, L., King, P., Geary, T., & Kenny, N., (2016) A Case Study Analysis of a Whole School Approach to Guidance Counselling in a Voluntary School in the Irish Post Primary Sector. University of Limerick.

Kenny, N & Young, K. (2016). An Investigation of unaccredited CPD training for Teaching and Learning Professionals across a sample of higher education institutions in Ireland. National Forum for the Enhancement of Teaching and Learning in Higher Education,

2014

Kenny, N;Barnes-Holmes, D, and Stewart, I. (2014). Competing Arbitrary and Non-Arbitrary Relational Responding in Normally Developing Children and Children Diagnosed with Autism. Psychological Record, 64 :755-768. 

Kenny, N, Devlin, S, Barnes-Holmes, D, Barnes-Holmes, Y, & Stewart, I. (2014). Competing Arbitrary and Nonarbitrary Stimulus Relations: The Effect of Exemplar Training in Adult Participants. Psychological Record, 64 :53-61. [DOI]

Young, K, Mannix-McNamara, P., Kenny, N. & Moynihan, S. (2014) Evaluation of the “Lets learn about drugs together” programme. University of Limerick/ Mid-Western Region Drugs Task Force, .

N, Kenny, O’ Flaherty, J., O’Grady, E, Mc Cormack, O. & O’ Reilly, B (2014) Values and Moral Education in Publically-Managed ETB Schools. ETBI, .

O’Grady, E, Kenny, N., Mc Cormack, O, Ryan, P, & Power, M. (2013) Evaluation of the Class of 2014 Programme. University of Limerick Access office/ Department of Education & Skills.