Teacher-Special Needs Assistant Partnership: A School’s Response

Authors

  • Anita Craig

Keywords:

Partnership, Teacher, SNA, Special Needs Assistant, Special School, MGLD, Mild General Learning Disabilities, Teacher-SNA Partnership, GLD

Abstract

A special school, catering for pupils from 4 to 18 years with mild general learning disabilities, recently undertook a process of staff development, which brought the roles of the teacher and the special needs assistant into sharp focus in all aspects of school life. This process and a significant outcome of the process, a Code of Good Practice for Teacher-SNA Partnership, are detailed in this article.

References

Department of Education (1976) Circular 10/76: Guidelines for Child Care Assistant, Dublin: Author.

Department of Education and Science (DES) (2002) Circular 07/02: Guidelines for Special Needs Assistants, Dublin: Author.

Fox, G. (1998) A Handbook for Learning Support Assistants: Teachers and Assistants Working Together, London: David Fulton.

Lorenz, S. (1998) Effective In-class Support: The Management of Support Staff in Mainstream and Special Schools, London: David Fulton.

Northumberland County Council (2000) SENAT Special Educational Needs Assistants and Teachers: Training for Special Needs Staff, Northumberland: Author.

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Published

2021-01-24

How to Cite

Craig, A. (2021). Teacher-Special Needs Assistant Partnership: A School’s Response. REACH: Journal of Inclusive Education in Ireland, 19(2), 67–80. Retrieved from https://reachjournal.ie/index.php/reach/article/view/143

Issue

Vol. 19 No. 2 (2006)

Section

Articles

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