The Professional Development Needs of Special Needs Assistants in Irish Post-Primary Schools

Autor/inn/en	Kerins, Pauline; Casserly, Ann Marie; Deacy, Evelyn; Harvey, Deirdre; McDonagh, Dolores; Tiernan, Bairbre
Titel	The Professional Development Needs of Special Needs Assistants in Irish Post-Primary Schools
Quelle	In: European Journal of Special Needs Education, 33 (2018) 1, S.31-46 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2017.1297572
Schlagwörter	Foreign Countries; Special Needs Students; Teacher Aides; Educational Policy; Secondary School Students; Administrator Surveys; Administrator Attitudes; Principals; Emotional Disturbances; Behavior Disorders; Pervasive Developmental Disorders; Autism; Faculty Development; Barriers; Educational Needs; Statistical Analysis; Inclusion; Ireland + Suchen Sie Ihr Suchwort? Ausland; Sonderpädagogischer Förderbedarf; Handreichung; Lehrerhilfe; Politics of education; Bildungspolitik; Sekundarschüler; Principal; Schulleiter; Gefühlsstörung; Autismus; Educational need; Bildungsbedarf; Statistische Analyse; Inklusion; Irland
Abstract	According to government policy in Ireland, special needs assistants (SNAs) may be employed in post-primary schools to support students deemed to have chronic and serious care needs. There is currently no national policy regarding the continuing professional development (CPD) of SNAs, to meet the requirements of their role. This study investigated the CPD needs of SNAs, working in post-primary schools, in the Border, Midland and Western region of Ireland. Findings from a survey of SNAs and principals revealed that while the majority agreed CPD for SNAs should be compulsory, an ad hoc approach to provision of CPD prevailed, and barriers to CPD were identified. Findings also indicated that CPD in supporting students with Emotional and Behaviour Disorders was a key requirement identified by principals and SNAs. Supporting students with Autism Spectrum Disorder and promoting student independence were also identified as areas for CPD. The need for a national policy with regard to CPD for SNAs is highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01