Ms Áine Lynch:

Our submission points out that training is important. We feel there should be basic training for all SNAs and this should not just be based on their specific role in schools. We have identified areas that should be part of training, such as understanding children's needs, communications skills and basic child protection. All SNAs should have these basic requirements before they take up an SNA role.

Much has been said about the physical care needs of children and extended training for that area. As we said in our submission, SNAs are being increasingly assigned to children who have complex behavioural needs as well. The recent 2014 circular states that part of the SNA's role covers preserving the safety of the pupil and others with whom the pupil is in contact and assisting to ensure the prevention of self-injurious or destructive behaviour. The circular states this significant role is the responsibility of the SNA. We would argue that anyone who has that role within the classroom should receive significant training to carry it out, because anyone who tries to carry out that role without receiving the significant training required may not be able to do it and children or staff could become harmed. Also, because they are not aware of what they are doing, they could make the situation worse by not having the skills to intervene effectively or early enough in the behavioural issues. We need to concentrate not only on the physical requirements in terms of additional training but also on the behavioural requirements.

In regard to why we and parents are still not clear of the role of SNAs, while I agree with Ms Griffin, the role is also unclear because of the challenges faced by schools in terms of supporting children with special educational needs. A principal in a school has two options for allocation of support for children, either the resource teacher or the SNA. In terms of getting an allocation for resource hours, the role of the resource teacher is much more clearly defined regarding assessment of how many hours will be allocated to children. The SNA is the most flexible role within the school in terms of trying to get additional resources to support children. As long as this continues to be the case, parents will fight for any resource they can get rather than the right resource.

Often, the right resource for children in schools in the need to access the curriculum are not available for the principal or the teacher to allocate. The need might be speech and language therapy, occupational therapy or behavioural therapy. However, these are not at the disposal of the school. Where there is this vacuum of the right resources, the most flexible resource is always fought for, and this is the SNA. I am not sure whether people do not understand this, but people are so desperate for a resource, that they would rather have the, as it were, not right quite fit resource than no resource at all. We are hearing that the SNA has started to fill that gap.

On transition from primary to secondary level, Ms Griffin is right about the work being done. Over the next few years, it will be interesting to see how the new education passport works with children moving from primary to secondary level. A section on this deals specifically with special educational needs and also a section for the child to give feedback on individual issues for him or her. There is also an opportunity for the parent to provide feedback. This passport has the potential to give the new school a good, rounded picture of the child coming in to it. If these reports are made in good time, as they are supposed to do, this will give the new school good information to follow up on with families that need additional resources.

A number of people asked about peer support. Peer support is already happening as children, by their nature, support their peers. This informal peer support is vital and I believe children provide it naturally. There is also an opportunity to formalise peer support by way of systems such as mentor and buddy systems. Clearly, there are roles other children within a school should not be doing in terms of care needs and toileting but there are significant areas where children can naturally support other children. If they are supported in doing that, this has benefits that reach far beyond the two individual children. It creates active citizenship, supports the children and supports society because of the type of society it breeds and the modelling that takes place in the school. Peer support is not just about individual children but the kind of school we create by having that kind of support within the school system. Peer support will not fit all the care needs but we need to see other children as part of the solution for children with additional needs.