Newport N.S.
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School Handbook


 
   
SPECIAL NEEDS ASSISTANTS
There are four Special Needs Assistants in our school. They are, in order of seniority: Elizabeth Hughes, Pauline Morrin, Laoise Walsh, and Mary Keane. Elizabeth is assigned to a pupil in sixth class, while Pauline, Laoise, and Mary are assigned to the Autism Unit.
Special Needs Assistants provide three levels of support
  • To the pupil:
The SNA and class teacher will endeavour to foster as much independence as possible with the particular pupil to which the SNA has been assigned.  It is advisable that the SNA work with other children in the room as directed by the class teacher.
  • To the Class
The SNA will carry out duties within the class as directed by the class teacher.  The SNA can work with individual pupils on a withdrawal basis, if directed by the class teacher.  The decision on withdrawal or not will be taken by the class teacher in consultation with the SNA.
  • To the School

The SNA may be deployed in a class – other than the class with the assigned pupil.  This redeployment will be made in consultation with the class teachers, and the SNAs.

Role of the Class Teacher and the SNA

  • The points below aim to give some guidance on the role of SNAs and how to develop an effective classroom relationship.
  • Accept the SNA as a team member in the classroom.
  • The Class Teacher has responsibility for addressing the pupils’ needs.
  • Negotiate working arrangements with the SNA.  For example: can he or she give permission for a child to go to the toilet, or mark a child’s work?
  • Assign tasks and duties to the SNA as appropriate.
  • Be aware of potential difficulties for the SNA and be willing to communicate when problems occur.
  • Encourage an input from the SNA e.g. suggestions regarding the programme and working methods.
  • Do not allow the presence of the SNA to become a form of segregation for the child.
  • Remember that the SNA for one child can help other children, work in a group with the target child, free the teacher to help the target child and work in such a way that the child does not feel stigmatised.
  • Remember SNAs prefer to be busy and useful and want to be involved.
  • Include the SNA in lesson planning, and use SNA time effectively
  • Please liaise with Bríd if concerns do arise or if flexibility in the timetable is needed.