A journey towards Inclusion- Special Educational Needs and the future landscape of Special Needs Assistants in Irish Schools

Author(s):

Laura ReganStella NiShe

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES D2, Pre Conf Parallel Session

Time:

2009-09-25

15:00-16:30

Room:

HG, HS 24

Chair:

Mikael Luciak

Contribution

This paper outlines and evaluates developments in the effectiveness of the role of Special Needs Assistants(SNA) in the Irish Education System. The rationale and form of the duties of SNAs are described. Evaluations of the impact of the role of SNAs has been underrecorded to date. The paper reflects on the nature of the defined role of the SNA (Circular 07/02 DES) which we argue creates a 'within-child' model of disability. Current legislation stipulates a non-teaching role with emphasis solely on care needs. Implications for the term 'Care Needs' are discussed. We challenge the current legislation which defines the SNAs role and explore how the design of a dynamic role of SNA can improve the quality of Education for a child with Special Educatiional Needs (SEN). The role of a SNA can be extended into a more expansive model that is supported on a systemic level by a core group of teachers. This model when implemented would resolve to build a culture of increased accountability in schools. It is concluded that there is an oppertunity in the relatively new field of SNA dissemination, to develop, from the start, effective teaching resources. The SNA can contribute to the care and education of all students including those with categorised disabilities.

Method

Review of current literature including Irish legislation and current policies. A compaprative analysis of international legislation. Semi-structured interviews with SNAs in Ireland and the United Kingdom.

Expected Outcomes

The paper will discuss the implications of the role of SNA as defined by policy and legislation and compare them to international practice. Recommendations to inform future legislation in Ireland are discussed.

References

Potts, P. (1983). What difference would integration make to the professionals?In T.Booth &P.Potts (Eds)Integrating Special Education. Oxford:Blackwell. Ainscow, C., Cava, M. and Tubbs, B. (1995) Assessing the Learning environment from multi-dimensional perspectives, in N. friedrickson and T. Cline (eds) Assessing the Learning Environments of Children with Special Educational Needs. London: Educatinal Psychology Publishing Baker, E.T., Wang, M.C. and Walberg, H.J. (1994-5)The effects of inclusion on learning. Educational Leadership, 52(4):33-5 Barnes, C. (1996) Theories of Disabilities and the origin of the oppression of disabled people in Western Society, in L. Barton (ed.)Disability and Society:Emerging Issues and Insights. London:Longman Bennett, N.(1991) The quality of classroom learning experiences for children with special educational needs, in M. Ainscow (ed.) Effective Schools for All. London:David Fulton www.education.ie

Author Information

Laura Regan

University of Limerick

Education and Professional Studies

Limerick

Stella NiShe

University of Limerick, Ireland (Republic of)

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