Elizabeth Flanagan

Elizabeth Flanagan serves as a Lecturer in Education at Dublin City University's Institute of Education, specializing in Inclusive Education and Special Educational Needs. With eighteen years of frontline experience as an autism special class teacher in mainstream schools and prior roles as a learning support teacher and special school instructor, she integrates extensive practical expertise into her academic work. Her recently completed EdD research pioneers neuro-affirmative inclusion models for autistic pupils with significant learning disabilities in mainstream settings.

Her academic credentials include:

• Professional Doctorate in Education (Special and Inclusive Education), St Patricks College, Drumcondra (2020-2024)
• Post Graduate Certificate in Severe, Profound and Multiple Learning Difficulties, University of Birmingham (2018-2019)
• Post Graduate Certificate in Autism Spectrum Disorders Education, St Patricks College, Drumcondra (2007-2008)
• MA in Educational Studies (Special Educational Needs), Christ Church University College, Canterbury (2002-2004)
• Advanced Diploma in Specialist Teaching Studies, Christ Church University College, Canterbury (2000-2002)
• BA (Hons) in Primary Education with QTS, Christ Church University College, Canterbury (1997-2000)

Dr. Flanagan's research centers on neuro-affirmative frameworks that prioritize quality-of-life indicators while integrating autistic pupils with co-occurring learning disabilities into mainstream classrooms. Her work critically examines special class provision models, autism-specific pedagogical strategies, and systemic barriers to meaningful inclusion, emphasizing the intersection of disability rights and educational equity. She investigates how transformational leadership can drive whole-school approaches to inclusion that benefit both neurodiverse learners and their typically developing peers.

Her 2022-2024 publications reveal a cohesive research trajectory focused on practical implementation of neuro-affirmative inclusion. The EdD thesis and subsequent conference presentations establish evidence-based methodologies for mainstream social integration of autistic pupils with significant disabilities, moving beyond theoretical frameworks to classroom-ready strategies. Key themes include peer-mediated learning, curriculum adaptation for intellectual disability, and dismantling ableist structures in educational leadership—collectively advancing a rights-based paradigm where inclusion is defined by functional participation rather than physical presence.

Dr. Flanagan teaches across DCU's BEd Primary, BSc Education Studies, and Early Childhood Education programs, delivering core modules on special educational needs and inclusive pedagogy. She supervises PME dissertations while leveraging her prior NCSE advisory experience (four years total) to bridge academic research with national policy implementation. Her teaching philosophy emphasizes translating neurodiversity-affirming research into accessible classroom practices for future educators.