For Karen Fahy, enrolling in the MA in Inclusive and Special Education with ICEP Europe and Hibernia College was more than just a career move. It became both a professional milestone and a deeply personal journey that has shaped her teaching practice, her confidence and her future ambitions.
Choosing the Master’s
Karen’s decision to pursue the programme was influenced by a blend of professional opportunities and personal motivations.
She explains, ‘I got the post of Autism Coordinator in my school because of this course. It put me way ahead of others applying, and the knowledge I gained has been invaluable.’
As Autism Coordinator, ensuring that special classes were inclusive rather than isolated was a driving force for Karen. ‘This course is absolutely groundbreaking. It teaches you how to ensure that students with additional needs are fully included in school life, at every level possible.’
Her personal experience added another layer of meaning. Karen is autistic herself and also a parent of children with additional needs. ‘On a personal level, as someone who is autistic and a parent of children with additional needs, the course was not only educational but truly cathartic. It helped me learn about myself while also supporting my family.’
A Challenging but Rewarding Experience
Karen is the first to admit that completing a master’s required dedication and resilience. At the beginning, she doubted whether she had the ability to succeed.
‘You are not just a number here — you are an individual. The support I received after my diagnosis was phenomenal. The college truly practices what it preaches.’
Gradually, her confidence grew. By February, she could see the end in sight and felt energised to keep going. When graduation arrived, it was a moment of real pride.
‘This is the fourth college I’ve been in, and it’s the only one I’m genuinely sad to leave. I absolutely adored the course — it felt like it was made for me.’
What Stands Out About the Programme
For Karen, the flexibility of the programme was key. She was able to build on her postgraduate work and focus her thesis on a topic she was deeply passionate about.
‘From start to finish, this master’s is a fantastic journey. You will absolutely adore every step of the way.’
She also valued the diverse mix of students. With participants from different countries and professional backgrounds, she gained fresh insights that enriched her understanding of inclusion beyond the classroom.
Unparalleled Support
When asked if she would recommend the programme, Karen doesn’t hesitate: ‘Yes, I would recommend the programme 150%.’
The reason is clear — the exceptional level of support she received. Lecturers, supervisors and the programme director were always available, often responding to emails within minutes. When Karen disclosed her autism diagnosis, supports were put in place immediately.
She reflects, ‘Everything I needed was only ever a phone call, email or Zoom link away. The personal attention and responsiveness made me feel valued every step of the way.’
Research That Makes a Difference
Karen’s thesis explored the transition of students with autism from special classes into mainstream settings. In particular, she focused on the role of special needs assistants (SNAs) — a perspective often overlooked in existing research.
Her goal was to identify practical strategies that would make transitions smoother and less overwhelming for pupils. With guidance from her supervisors and programme director, she produced work she is proud of.
‘The whole course fits together…and when you pull it together for your thesis, you can be very, very proud of it.’
Looking to the Future
Karen’s journey has ignited a passion to continue making a difference in autism support and inclusion. She hopes to work in a supporting or advisory role in special education, whether in a college setting or with the National Council for Special Education (NCSE).
‘After completing the course, I am driven by my ignited passion for autism support and inclusion. I want to continue making a difference in special education by using the knowledge I gained from the master’s programme — I especially want to ensure students always feel included.’
