Finding a Voice and Fostering Independence: The Role of the SNA in Supporting Children with ASD in Mainstream Schools
In this blog post we examine a research article written by Niamh Molloy (2021), On the Role of The SNA in Supporting Children with Autism in the classroom. The Article was first published in the Student Teacher Educational Research e-Journal, Volume 4, 2021.
Molloy’s research explores the changing nature of the role of the SNA with a focus on their role supporting children with Autism in the classroom. Her research highlights the crucial role that Special Needs Assistants (SNAs) play in supporting children with Autism Spectrum Disorder (ASD) in mainstream primary schools. She states that the SNA professionals are essential in helping children overcome communication and social challenges through interventions such as social stories and the Picture Exchange Communication System (PECS). At Forus we are thrilled to see that our training responds to the needs she recognises as vital for Children with ASD, as we provide an introduction to these communication skills in our Level 5 and Level 6 SNA Course.
Over the past four decades, educational policies in Ireland have increasingly emphasised the inclusion of children with special educational needs (SEN) in mainstream schools. Influential reports like the Warnock Report (1978), the Special Education Review Committee (SERC) report (1993), and international agreements such as the Salamanca Statement (1994) have underscored the necessity of inclusive education. The Education for Persons with Special Educational Needs (EPSEN) Act (2004) further cemented the commitment to educating children with SEN in inclusive environments whenever possible.
The SNA role, established in 1979, has traditionally involved non-teaching duties like preparing classrooms, supervising students, and assisting with personal care tasks. However, the increasing inclusion of children with SEN in mainstream settings has expanded the SNA’s responsibilities. Department of Education Circulars 07/02 and 0030/14 delineated the SNA’s role, emphasising non-teaching duties but also highlighting the need for specialised training to support children with severe communication difficulties.
Despite policy definitions, research indicates that SNAs frequently engage in educational activities. Studies by Logan (2006) and Keating & O’Connor (2012) have shown that SNAs often help students with learning activities, manage behaviours, and facilitate social interactions. This significant deviation from the officially non-teaching nature of their role suggests a need for clearer role definitions and possibly an expansion of the SNA’s responsibilities to formally include educational support.
The research emphasises two key interventions used by SNAs: social stories and PECS. Social stories help children with ASD navigate common social scenarios by providing clear, structured narratives. Studies have shown that these stories can significantly increase appropriate social interactions among children with ASD. Similarly, PECS, an augmentative and alternative communication (AAC) method, has been shown to improve spontaneous speech and social engagement, providing children with ASD a means to communicate effectively.
The research underscores the indispensable role of SNAs in fostering the independence of children with ASD in mainstream schools. By supporting communication and social skills, SNAs not only help these children access a holistic education but also prepare them for more independent lives. However, the study also highlights a persistent gap between policy and practice, suggesting the need for policy adjustments to reflect the actual duties performed by SNAs in educational settings.
Molloy’s research highlights the significant role of Special Needs Assistants (SNAs) in supporting children with Autism Spectrum Disorder (ASD) in mainstream schools. It underscores the essential contributions of SNAs, offering valuable insights that enhance their professional development and inform policy adjustments.
By recognising the broader scope of SNAs’ work and emphasising the need for specialised training in interventions like social stories and the Picture Exchange Communication System (PECS), the study highlights the need for SNAs to possess these effective tools to support children with ASD. By choosing to train as an SNA with Forus you will be introduced to these essential tools and others to assist you in your work and to enhance the communication skills of the children you work with.
