Rosie is an Assistant Professor in the School of Inclusive and Special Education.
She has worked for over 25 years in education in both the UK and Ireland. She draws on significant educational experience obtained across a wide range of secondary and primary schools in the UK as a teacher, Head of Department (GCSE and A Level Sociology, Key Phase Leader, Numeracy and PSHE subject leader) and member of the senior management team. She has taught in highly diverse and inclusive mainstream classrooms, specialist provisions (autism and Nurture Groups) and in a specialist residential school for young people with social, emotional and mental health difficulties.
Rosie also has considerable assessment experience, leading the national state examinations in England for GCSE and A Level Sociology at the AQA.
Rosie currently leads five postgraduate modules, teaches across a range of programmes at post-graduate level and has supervised at Masters and Diploma level since 2012.
Rosie has been the School Ethics Advisor since 2021 and is a member of the Educational Disadvantage Centre at DCU and a member of the Holistic Educational Needs of Children in Care Working Group and DCU's Civic Engagement Forum.
Rosie was Programme Chair of the Professional Diploma in Special and Inclusive Education, a large, online Certificate and Diploma programme co-delivered with an external partner (2015 - 2018).
Rosie is in her final year of doctoral research at Queen's University, Belfast, exploring primary special education teachers' perspectives on the educational progress of children in care.
She holds the following qualifications:
- MA (Hons) in Sociology from the University of Edinburgh
- M.Sc. in Medical Sociology from the University of London (winning one of two competitive ESRC awards)
- M.Ed. in Inclusive and Special Education (Specialisms: Autism & SEMH) from the University of Birmingham
- Post-Graduate Certificate in Autism
- Post-Graduate Certificate in Education from the Institute of Education University of London where she qualified as a teacher
- Qualified Nurture Group teacher (Nurture UK) and Emotion Coach (Emotion Coaching UK).
Peer Reviewed Journal
| Year | Publication | |
|---|---|---|
| 2018 | Travers, J; Savage, R; Butler, C; O'Donnell, M (2018) 'Mapping research in the field of special education on the island of Ireland since 2000'. Journal of Research in Special Educational Needs, 18 (2):94-102. [DOI] |
Published Report
Thesis
Discussion Paper
| Year | Publication | |
|---|---|---|
| 2023 | Rosie Savage (2023) A critical evaluation of the extent to which participatory methods enable children to exercise agency in the research process. DP [Link] | |
| 2023 | Rosie Savage (2023) A critical evaluation of the implementation of ‘A Vision for Change: Report of the Expert Group on Mental Health Policy’ from a Children’s Rights perspective. Educational Disadvantage Centre, DCU: DP [Link] |
Committees
Education
Outreach Activities
Research Interests
Key research interests are:
Children's social and emotional wellbeing and mental health.
Children in Care/Care experienced children/'Children at Risk' - their educational needs including social, emotional wellbeing and mental health
Autism, particularly positive learner identity, strengths-based approach, social and emotional wellbeing and mental health.
Attachment aware school based approaches e.g. whole school trauma informed approach, relational and nurture-based approaches, emotion coaching
Inclusive practice for mainstream primary teachers - particularly focused on relational pedagogies.
Intersectionality between disadvantage and SEND.
Assessment for learning; developing pupil autonomy, pupil voice and positive learner identity.
Qualitative research approaches
Teaching Interests
Main teaching interests are:
Children's social and emotional wellbeing and mental health.
Children in Care/Care experienced children/'Children at Risk' - their educational needs including social, emotional wellbeing and mental health
Autism, particularly positive learner identity, strengths-based approach, social and emotional wellbeing and mental health.
Attachment aware school based approaches e.g. whole school trauma informed approach, relational and nurture-based approaches, emotion coaching
Inclusive practice for mainstream primary teachers - particularly focused on relational pedagogies.
Intersectionality between disadvantage and SEND.
Holistic, strengths-based assessment and teaching/support of SPHE/PSD/SEL.
Assessment for learning; developing pupil autonomy, pupil voice and positive learner identity.
Qualitative research approaches
Ethics