Eva Kealy’s Journey Through the MA in Inclusive and Special Education
Eva Kealy, a dedicated primary educator and Assistant Principal, recently graduated with first-class honours from the MA in Inclusive and Special Education at Hibernia College. With four years’ classroom experience, Eva oversees STEAM programmes, wellbeing initiatives and the school’s Student Council, fostering creative learning and a supportive school culture. Her journey through the MA in Inclusive and Special Education reflects both her passion for equity in education and her commitment to empowering every learner to thrive.
A Passion for Inclusive Education
‘I’ve always had an interest in primary teaching, but it was during my work with Carlow Sports Partnership, running camps and activities for children with additional needs, that my focus on special education really developed’, Eva shares. ‘I knew I wanted to advocate for these children, which is what led me to pursue the MA in Inclusive and Special Education programme with Hibernia College and ICEP.’
Currently working in a rural primary school with three ASD classes, Eva balances her responsibilities as an Assistant Principal with teaching. She oversees science, maths and wellbeing and manages the Student Council. Her role requires a deep commitment to inclusivity, ensuring that every student has the support they need to succeed.
A Flexible, Practical and Supportive Programme
Eva emphasises that the programme’s flexible online structure was a key factor in her decision. ‘The lectures aren’t every week — they’re fortnightly, with drop-in clinics every second week. This flexibility allowed me to fit my studies around my busy schedule, which also includes playing football and rugby and serving as PRO for my GAA club.’
She found the programme to be both practical and research based. ‘The content was highly relevant to my role as a teacher and school leader. I appreciated the hands-on approach and the focus on inclusive strategies that I could apply directly in the classroom. Despite being online, the support from tutors and my learning community was strong. I made friends for life in my cohort, even though I only met some of them in person once or twice.’
Applying Learning in Real Classrooms
Eva undertook a range of modules, including core studies and specialisations in dyslexia, autism and challenging behaviours. While her initial focus was on supporting children with autism, her thesis reflected her immediate classroom needs.
‘At the time of my research, I was teaching a Fifth Class in a mainstream setting, with no students diagnosed with autism’, she explains. ‘I decided to focus on children with literacy difficulties, designing a six-week intensive programme for four students. This project allowed me to apply my learning directly and meaningfully, with the support of my principal throughout the process.’
Skills Gained and Career Impact
Through the programme, Eva developed deep expertise in inclusive education practices, special educational needs (SENs) and frameworks such as Universal Design for Learning (UDL). She also strengthened her leadership and collaboration skills, applying inclusive strategies across whole-school initiatives.
‘The programme deepened my professional understanding, informed my teaching and school-wide decision-making, and gave me confidence as an advocate for equity’, Eva says.
Advice for Future Students
Eva encourages prospective students to seek support from family, colleagues, principals and tutors. ‘Be open and honest about your needs. The programme is manageable, flexible and empowering. If you’re willing to engage with the support network, it’s completely doable without taking over your life.’
Looking Ahead
Since completing the programme, Eva is eager to support future students — ideally as a tutor or mentor at Hibernia College. She also aspires to become an educational inspector or advisor, providing practical, evidence-based guidance to help schools create inclusive environments where every student can thrive.
