An examination of the role of the special needs assistant in the Irish primary school

Previous research relating to the role of the Special Needs Assistant (SNA) in Irish schools has found that the role of the SNA has “assumed a broader profile than originally intended” (Keating & O’Connor, 2012, p.540). In order to identify exactly what is involved in the SNA role, the author decided to examine the role of the SNA in Irish primary schools in this study. This qualitative study was based on a social constructivist paradigm. Data was collected using one-to-one interviews with six SNAs who were actively working in Irish primary schools at the time of data collection. The data collected was analysed using reflexive thematic analysis. The findings of this study indicate that SNAs in Irish primary schools carry out a role that has a wide variety of functions and duties. This role goes beyond the role of the SNA outlined by the DES (2014) in Circular 0030/2014 and undoubtedly involves a pedagogical aspect. Additionally, it seems that SNAs do not receive adequate training to effectively carry out this role, which is respected and valued by most education stakeholders. Based on these findings, this paper presents a number of recommendations for future research, policy and practice.N