Firhouse ETNS Special Needs Assistant: Policy SNAs are appointed by the Board of Management subsequent to the allocation of SNA hours for individual children by the SENO. Depending on the cumulative number of hours allocated to the school they may be appointed on a full-time or part-time basis. All SNAs, whether full-time or part-time, will be required to sign a contract which lays out the terms of their employment. The Policy was devised following a consultative process with all interested parties, and is guided by the relevant legislation such as The Education Welfare Act 2000 and the EPSEN Act 2004 and DES Circulars 07/02, 08/03, 24/03, 13/04, 02/05. RATIONALE The policy was formulated: To provide staff and parents with clear guidelines and expectations with regard to the SNA role and responsibilities within the school To ensure each SNA appreciates and understands the important role they have in contributing positively to the learning experiences of the children and the overall efficiency of the school To ensure best practice and continuity in how we work in our school AIMS To recognise SNAs as valuable members of staff in a whole school context and to establish them as members of the team To ensure the effective deployment of SNAs To ensure the role of the SNA enhances the social skills and self-esteem of the children with Special Educational Needs To enable the SNA to be an effective support to the class teacher To provide optimum learning experiences for all children through judicial use of the skills and talents of SNA To clarify the tasks and duties to be undertaken by the SNA To ensure accountability and effective record keeping. ROLES The Principal has responsibility for Assigning role specific and child specific tasks to the SNA in association with the class teacher Co-ordinating the integration and devising the role profile of the SNA Monitoring the effectiveness of the SNAs contribution to the needs of designated children Promoting in-service training. The of Management may fund or part-fund this professional development Managing areas of conflict which may arise SPECIAL EDUCATION TEACHERS Assume responsibility for IEPs, where required, in consultation with all relevant parties including the parents, SNA, class teacher and principal CLASS TEACHERS
Firhouse ETNS Special Needs Assistant: Policy SNAs are appointed by the Board of Management subsequent to the allocation of SNA hours for individual children by the SENO. Depending on the cumulative number of hours allocated to the school they may be appointed on a full-time or part-time basis. All SNAs, whether full-time or part-time, will be required to sign a contract which lays out the terms of their employment. The Policy was devised following a consultative process with all interested parties, and is guided by the relevant legislation such as The Education Welfare Act 2000 and the EPSEN Act 2004 and DES Circulars 07/02, 08/03, 24/03, 13/04, 02/05. RATIONALE The policy was formulated: To provide staff and parents with clear guidelines and expectations with regard to the SNA role and responsibilities within the school To ensure each SNA appreciates and understands the important role they have in contributing positively to the learning experiences of the children and the overall efficiency of the school To ensure best practice and continuity in how we work in our school AIMS To recognise SNAs as valuable members of staff in a whole school context and to establish them as members of the team To ensure the effective deployment of SNAs To ensure the role of the SNA enhances the social skills and self-esteem of the children with Special Educational Needs To enable the SNA to be an effective support to the class teacher To provide optimum learning experiences for all children through judicial use of the skills and talents of SNA To clarify the tasks and duties to be undertaken by the SNA To ensure accountability and effective record keeping. ROLES The Principal has responsibility for Assigning role specific and child specific tasks to the SNA in association with the class teacher Co-ordinating the integration and devising the role profile of the SNA Monitoring the effectiveness of the SNAs contribution to the needs of designated children Promoting in-service training. The of Management may fund or part-fund this professional development Managing areas of conflict which may arise SPECIAL EDUCATION TEACHERS Assume responsibility for IEPs, where required, in consultation with all relevant parties including the parents, SNA, class teacher and principal CLASS TEACHERS
reviewed_sna_policy_2016_word.docx