Many special needs assistants (SNAs) for children in schools are being required to carry out extra roles in areas such as administration, teaching and therapeutic intervention, a report has found.
A report by the Oireachtas Joint Committee on Education and Social Protection says the role of an SNA is frequently misinterpreted and increasingly involves additional responsibilities.
The report recommends that the duties of SNAs need to be directly and regularly communicated to parents, teachers, principals and school staff.
It is one of 13 proposals aimed at improving the provision of support for children with additional needs while attending primary, secondary and special schools.
‘Address inconsistencies’
Senator Mary Moran, rapporteur for the committee, said: "It is imperative that we recognise and address the inconsistencies which have emerged since the scheme was introduced. We need to bridge the gap between policy and how the role operates in practice."
She said all groups involved in education recognised SNAs were crucial in supporting students with additional needs to attend mainstream and special schools.
However, their experiences - and expectations over their roles - varied significantly from school to school. Clarifying their roles was crucial, she said, to maximising young people’s potential.
“Many special needs assistants are dedicated, resourceful and passionate about their work,” she said.
“They are often extremely qualified and access additional training during their own time and at their own expense. They are a valuable asset in the classroom.”
The report calls on the Department of Education to ensure that SNA posts are not made available through Jobbridge, the Government’s internship scheme.
This followed reports that posts were being advertised through the scheme, which paid participants an extra €50 on top of social welfare payments.
A key recommendation is that mandatory, standardised training and course structure should be developed and implemented regarding the role.
“A clear and defined structure would achieve further professionalisation of the role, set a minimum standard of qualification for all special needs assistants and would provide the necessary skills needed at primary and post-primary to fulfil their roles most effectively,” the report states.
Education plans
It also recommends that the Department of Education should require SNAs to participate in the individualised education plan of students who they provide support to.
This would underline the importance of their role in providing information for students care plans.
In addition, it calls for an ongoing training programme which provides equal regional access for SNAs.
“Over the course of any new career, new methods and information become available which directly impacts on the work,” the report states.
“Special needs assistants should be provided with opportunities to avail of continuous professional development relevant to their work and similar to that of teachers.
“Special needs assistants should be allowed to participate in continuous professional development for teachers where open places are available and receive certification on completion,” the report states.
