Introduction In accordance with many international contexts, the Irish education system has witnessed a significant rise in Special Needs Assistants (SNA) over recent decades, aimed at supporting the broad agenda of inclusive education. Currently, there are over 21,000 SNAs employed across mainstream and special schools in Ireland (Department of Education, 2024a). Methodology This paper focuses on the formal and informal aspects of the SNA role in Irish education. Specifically, the author uses the newly devised CoFTA framework as a supportive tool to gather, organise and analyse relevant data on the formal and informal aspects of the SNA role. In terms of formal data, the paper draws predominantly on relevant education policies and circulars (e.g. Department of Education & Skills, 2014). Thereafter, up-to-date Irish research in the field is used to inform the informal aspect of the role, as evident in Irish classrooms. Notably, the Irish education system is currently undergoing a comprehensive review of the SNA scheme, as directed by the SNA Workforce Development Unit. This unit was established to support the Irish Government in developing policy related to SNAs, with the overall aim of delivering an enhanced SNA service in Ireland (gov.ie, 2024). Accordingly, this paper draws heavily on data from the work of this Unit, including the first national SNA survey, as undertaken in early 2024 (Department of Education, 2024b). Additional data is also gathered and analysed from other national research to ensure a broad and balanced overview of the Irish SNA scheme is forwarded (e.g. Griffin, 2018). Findings Findings highlight a clear juncture between the formal and informal aspects of the Irish SNA role. Formally, the SNA role is one defined to assist children with special educational needs who also have additional and significant care needs (Department of Education & Skills, 2014). Notably, this focus on supporting care and independence development of the child stands in contrast with many international paraprofessional roles which focus predominantly on teaching assistance. Informally, findings highlight the degree to which the SNA role aligns with, and extend beyond, national guidelines. In particular, the role creep associated with the Irish SNA is spotlighted, particularly in terms of SNAs adopting teaching/learning support duties (Department of Education, 2024a; Griffin, 2018). Conclusion This paper concludes with a look to the future of the SNA role in Ireland, with particular focus on the impending update of related Irish education policies in light of the national review.

Department of Education (2024a). Report on National Survey of Special Needs Assistants: 6 February – 5 March 2024. Available at: https://assets.gov.ie/296146/5654de73-ff09-442a-aeac-b3c9264947af.pdf Department of Education & Skills (2014). Department of Education and Skills. (2014). Circular to the management authorities of primary schools, special schools, secondary, community and comprehensive schools and the chief executive officers of the educational training boards. (Circular 0030/2014). Westmeath: Department of Education and Skills Department of Education (2024b). The role of Special Needs Assistants: Report on Focus Groups with School Leaders: January - February 2024. Available at: https://assets.gov.ie/297487/76aceae9-bf7b-40b7-929c-7aa47c44f1fb.pdf Griffin, C. P. (2018). Fostering independence through care?A study of the preparedness and deployment of Special Needs Assistants when supporting pupils’ behavioural care needs and independence development in mainstream primary schools in Ireland. PhD diss., Institute of Education, University College London. gov.ie (2024). Special Needs Assistant Workforce Development Unit. Available at: https://www.gov.ie/en/organisation-information/81f93-special-needs-assistant-workforce-development-unit/