This module will enable the student to develop knowledge and understanding of human health and well- being and a range of acute and chronic issues and how these impact on the lives of those living with these conditions.   The student will gain knowledge and understanding of supporting the health and well-being of clients in the educational sector.

1. Articulate the significance of health and well-being for people and society.
2. Describe a broad range of acute and chronic health issues and discuss how these issues impact on clients, their families, communities and services.
3. Summarise the support required by clients and their families who live with issues pertaining to health and well-being.
4. Explain the chain of infection and discuss appropriate strategies to promote hygiene, prevent infection and maintain infection control.

This module will discuss the legal framework which exists to ensure that those with special needs and disabilities are provided with protection under Irish law. Specific attention will be paid to how the law is informed by Constitutional imperatives and international legal commitments. Contemporaneous legislation will be examined in the designated areas and consideration will be given to how effectively the combined force of the legal framework examined, protects the right of all individuals to be treated equally in the eyes of the law. Furthermore, it will examine the responsibilities and liabilities of those tasked with interacting with individuals with special needs and disabilities.

1. Explain the significance of the Constitution in ensuring fundamental rights are respected and how Irish law is influenced by Constitutional and International law commitments
2. Evaluate the legislative measures that have been put in place to ensure that child welfare is a paramount concern in Irish law
3. Discuss the suitability of the legal protections that exist specifically in the sphere of special needs and how this ensures that all those with special needs are treated as autonomous citizens, meritorious of dignity and respect
4. Evaluate their own role as both advocates for those in their care and the duties and responsibilities that accompany this role.

Students will explore the history of autism, its etiology, causes, characteristics, and comorbid conditions. The impact on the child, their siblings and the wider family will be explored. Relevant legislation, The DSM 5, diagnostic criteria, assessments, and processes will also be examined. The students will develop knowledge around school support structures, interventions, strategies, and services within the Irish Education system. Students will gain knowledge of sensory processing differences, appraise the need for sensory diets/snacks for individuals with autism. Students will also design an appropriate environment/activity that will reduce anxiety, promote inclusion, strengthen peer relationships, and enhance learning.

1. Evaluate the characteristics of autism while attaining knowledge and understanding.
2. Identify the origins, strength and differences experienced by people on the autism spectrum
3. Recognise the development of legislation and the impact on a child with autism.
4. Appraise relevant diagnostic tools, criteria and assessment processes and types of school support, focusing on an inclusive person-centred approach
5. Distinguish between hypo / hyper responsiveness and sensory seeking / avoiding and the environmental factors/stimuli that can evoke a sensory reaction
6. Design and implement an appropriate environment or activity to meet the sensory needs of the child

This module will enable the student to develop an understanding of human behaviour and why all behaviour is functional for children. The possible causes of behaviour will be examined, considering the possible contributing factor of adverse Childhood Experiences (ACEs). Students will gain an insight into the various proactive strategies and evidence-based intervention and inclusive practices that can be used to lessen the impact of learned and reinforced behaviours. The student will explore ways of collecting data to help inform their choice of intervention, while debating the legal and ethical considerations around managing and or changing functional behaviour.

1. Appraise the behavioural theories which underpin human behaviour
2. Identify and discuss functional behaviour and possible causes
3. Recognise the impact of Adverse Childhood Experiences (ACEs) can have on behaviour
4. Examine various methods of observing, recording and analysing specific behaviours
5. Explore evidence-based inclusive strategies that can support the child, parent and others
6. Debate the legal and ethical considerations with regard to managing/changing functional behaviour.

This module examines the influences that contribute to the evolving nature of family studies in Ireland. Concepts including: family support; family policy; family structures, and family dynamics are explored with reference to their role on the developing child. The work of Tusla- The Child & Family Agency and multi- disciplinary services between Social Care and the Department of Education are analysed across all levels of need from child welfare to child protection. The role of the Special Needs Assistant (SNA) is also presented, with a particular focus on building positive partnerships with families; professionals and the wider community, as well as acting as a medium of extra support for vulnerable children.

1. Discuss the evolving nature of the family as well as the external influences on this diverse social system
2. Recognise the theoretical perspectives underpinning the development of the Children and Family Agency in Ireland and critique the journey towards a quality support service for children, families, and the community.
3.
Examine how schools provide family support and intervention, promote parental involvement, and develop inter-disciplinary partnerships for children in need of support. 

4.
Demonstrate practical skills and the required professional competencies of an SNA for family support through individual and group work scenarios on applying best practice methods for developing positive partnerships and appropriate interventions for children and families.  

The students will gain an understanding of how school curriculums have developed They will gain applicable knowledge of specific primary, post-primary and special school curriculums, that underpin the educational, social and lifelong learning outcomes for a diverse range of learners attending inclusive and special school settings, considering the UDL framework. Upon completion, the student will understand the tole of varying stakeholders in the development and purpose of specific curriculums and will be able to recognise different curriculum and support methods applied during examination period, and the link/benefits of further education.

1. Appraise the development of curriculums both in Ireland and Internationally, from a historical and contemporary perspective.
2. Recognise how the Universal Design for Learning (UDL) approach enhances students engagement in the inclusive school environment
3. Recognise stakeholders and their role in developing said curriculums from an educational, and or societal purpose.
4. Distinguish between discipline/subject specific curriculum, learner centred skills-based curriculum, and that of a curriculum that supports students with specific educational differences
5. Analyse various assessment methods and the additional support afforded to students during examination periods
6. Explore the benefits of further education and training for individuals with special educational needs.

This module will introduce students to the rationale for observations and the variety of observational assessments, and recording techniques that can be applied in school settings. Students will explore the role of the adult in conducting professional observations in accordance with ethical standards. Concepts such as: perception; objectivity; bias; cultural bias; record keeping; interpretation and sensitivity, will be examined and applied within practicals of the module. Emphasis will be given to the evaluation of observational assessments through taking account of the external factors that influence results. Strategies will be discussed, with the aim of assisting students to utilise assessments for developing support plans to scaffold on a child's unique abilities and foster independence. An audit of methods employed in current practice will assist the student to assess the outcomes for the child and potential towards their future life independence and satisfaction.

1. Identify the rationale of observing and, the professional role and responsibilities of the adult regarding observations.
2. Examine the range of observational assessments and recording techniques that can be applied in schools.
3.
Recognise the impact of utilising observations for supporting the future planning of a childs learning profile.

4. Plan, design and evaluate appropriate assessment tools and support plans to foster independence and life skills of a child.
5. Apply pedagogical techniques and teaching methodologies for supporting independence and life skills.
6. Review the changing nature of the adults role within a multi-disciplinary team, in supporting a child to achieve independence and life skills.

This experience will enable the   student   to integrate theory with practice and to develop positive attitudes and values towards working with children and their families in a school setting where children with special educational needs are being educated.

1. Demonstrate an ability to comply with legislation, guidelines, policies and protocols in the setting to ensure the safety and wellbeing   and inclusion   of   all   the children, their families,   and staff.    
2. Demonstrate the capacity to work under direction and on own initiative while integrating into the staff team.
3.
Observe and assist teachers in assessing, documenting, and supporting childrens learning, behaviour and development. 

4. Participate   in a variety of learning opportunities in order to develop personal skills and knowledge.  
5.
Engage in ongoing personal and professional reflection which will provide the basis for discussion with the mentor and thereby promote learning from practice. 

This module aims to enable students to gain a deeper understanding of health, well-being, health promotion and inclusive practices. Therefore, it aims to equip students with the skills and knowledge necessary to identify the factors influencing the multi-dimensional aspects of health and enable them to design, plan and deliver health promotion interventions tailored to education settings.

1. Appraise and apply core principles and approaches required for effective health promotion practice with children and young people.
2. Analyse the effects of the determinants of health on the health status of children and young people.
3. Examine contemporary theories and research and relate to health promotion practice within education settings.
4. Reflect on the principles and application of health promotion in the context of the learners own professional practice and devise and deliver a health promotion initiative under supervision.

This module examines   the development of speech, language and communication in children and Adolescents.    The student will explore the relationship between non -verbal communication, comprehension and expressive language. The impact of communication delays and disorders on well-being, educational attainments and social functioning will be examined. The student will study a   variety   of   pedagogical techniques and   strategies aimed at supporting learning and development underpinned by the principles of Universal Design for Learning (UDL).

1. Identify and discuss the stages and components of language development.
2. Discuss the methods which are used to screen for speech and language needs
3. Compare and contrast evidence-based strategies to promote and support SLCN in the educational arena
4. Examine the significance of relationships and interactions and apply effective communication and pedagogical strategies which promote inclusive practice. 
5. Discuss the relationship between language, literacy, numeracy and written text in the classroom
6. Discuss service delivery options e.g., pull-out, classroom-based intervention, whole-school approach, models of multi-professional working

This module aims to develop students' understanding of holistic development with reference to theory and research in developmental psychology.   It will support the student to construct a view of the young person (infancy to adolescence) in light of developmental theories and it evaluates the impact of risk factors on the course of positive outcomes.

1. Demonstrate awareness of key theoretical discussions within developmental psychology
2. Analyse the nature of development and factors which influence both the child and adolescences learning and development. 
3. Examine holistic development and the range of supports/strategies which are grounded in the various paradigms of theory and research.  
4. Critically assess the various trends within the dominant paradigms of research relating to development .  

This module develops the students knowledge and   understanding of research methodology, design and process, and supports them in integrating critical thinking, problem-solving, critical analysis and the application of research based evidence to practice.

1. Describe philosophical and theoretical assumptions underpinning research
2. Appraise research design, methods of data collection and sampling.
3. Discuss the rationale and strategies for reviewing literature.
4. Appraise the research process.
5. Articulate and discuss ethical issues associated with research and practice.
6. Explain the relevance of research-based evidence for practice.

This module serves to encourage critical and reflective thinking for professionals working in inclusive practice.

The student will begin to engage in self-reflection through class exercises and journal logs, developing professional approaches for the SNA to reflect on learning. The appraisal of models of reflection will assist with the recognition of the importance of self-assessment in continued professional development. This will further support the student in identifying and sustaining quality principles for inclusion within the school community.

1. Appraise the theories and models of reflection.
2. Evaluate the importance of reflection for continuous development in inclusive practice
3. Determine the attributes required of a self-directed reflective learner
4. Apply reflective practice to develop both personal and professional self-awareness

This module will enable the student to identify a range of disabilities; impairments and conditions relevant to children and the accommodations that should be applied to support children as independent individuals and unique learners.    Several areas which require specific support will be addressed. These will include: hearing and visual impairments; general, physical,   intellectual,   and specific learning   disabilities,   as well as an introduction to childhood disorders. Students   will   discuss   the importance   of implementing child-led support, in   partnership with parents,   and key stakeholders in order   to enhance the   holistic   development   and independent lifelong   learning   of the child.    In addition, students will identify, evaluate and design an inclusive strategy/environment and a Support Plan for supporting a child in school.

1. Distinguish historical and current perspectives, services, provisions, policies and frameworks in relation to best practice for the inclusion of children with an additional need/disability. 
2. Identify the characteristics, causes and diagnostic processes associated with an additional need / disability, focusing on the impact on the child from their micro to macro system. 
3. Appraise theories, strategies, interventions and environments that will support a child with an additional need / disability within the school environment. 
4. Evaluate the roles within the interdisciplinary team and how these are complimentary and in partnerships with parents/carers. 
5. Illustrate the need for stakeholders to participate in continuous professional development and provide equal opportunities to children with additional needs/disabilities
6. Develop and utilise a working Support Plan in order to optimise the child’s holistic development and design an inclusive strategy/environment.

This module will enable the student to gain insight into how technology can be used to support and engage students across a diverse range of Special Educational Needs.

1. Identify how technology can best support children with Special Educational Needs
2. Develop an awareness of how technology can be used to support the development of social skills and peer relationships, wellbeing.
3.
Choose appropriate technologies to support a range of diverse needs for example, high-tech, low-tech and no-tech options.

4. Appraise and match the available technologies to the needs of particular children to enhance interaction and inclusive practices

This module relates to supervised Special Needs Assistance practice in a post-primary school setting. The student will undertake a full six week period of placement on a full-time or approaching full-time basis excluding additional training and reflective assignment time. This experience will enable the student to integrate theory with practice and to develop positive attitudes and values towards working with post primary school students with identified special educational needs. The module also provides students with an opportunity to reflect on inclusive practice.

1. Apply legislation, guidelines, policies and protocols in the placement setting to ensure the development, safety and wellbeing of students with identified special educational needs.
2. Demonstrate the ability to work effectively as a member of a professional team in the statutory educational environment.
3. Practice the Special Educational Needs assistance role and associated tasks respectfully with others and pro-actively with people of in a way that fully respective diversity and inclusiveness.
4.
Demonstrate the capacity to practice Special Education Needs activities under direction and on own initiative

5. Engage in learning opportunities to promote skills and knowledge at a personal and professional level and identify own learning gaps and goals, together with strengths
6. Engage in ongoing reflection which will provide the basis for discussion with the education community and thereby promote learning from practice.
7. Demonstrate ability to accept constructive criticism