This module will support SNAs' understanding of the development of inclusion, nationally and internationally, considering current legislation, policy and practice. Inclusive education in Ireland will be explored with a specific focus on the role of the SNA. Utilising a neurodiversity lens and underpinned by UDL approaches, SNAs' knowledge of the range of additional educational needs and how these can be supported in different school settings (primary, post-primary, special school, special class) will be addressed.

1. Describe the development of inclusion and inclusive education from a philosophical and practical context.
2. Explain significant terminology including social inclusion, inclusive education, integration, segregation, neurodiversity, neuro-affirmative language.
3. Identify the roles and responsibilities of the SNA and key stakeholders in the Irish educational setting.
4. Understand the aetiology, characteristics and implications of a range of additional educational needs including cognitive, physical, sensory, social &emotional, and autism.
5. Recognise the evolving nature of SNA support as influenced by the age and developmental stage of the student, as well as the setting in which they are being educated.

This module will assist SNAs to support students with speech, language and communication needs in the various school settings (primary, post-primary, special school, special class). SNA speech, language and communication support will be through a UDL lens, appreciating neurodiversity and consideration given to child development stages. SNAs will understand that communication is an essential part of everyday life, in accessing and conveying information, and in the expression of wants and needs. Various communication methods including verbal, pre-verbal, non-verbal, alternative and augmentative communication and the total communicative approach will be explored and those methods suitable for students with a range of additional educational needs to promote independence. Social skills development as well as understanding the relationship between communication and behaviour will be a core part of the module.

1. Identify different forms of communication
2. Describe the developmental stages of language development and the ways to support language-based communication.
3. Recognise the cycle of communication and that behaviour is a communication mechanism.
4. Understand the support required for the development of social communication skills and Alternative Augmentative Communication (AAC) for independent living skills.
5. Identify alternative methods of communication and alternative communication to support the development of adaptive functioning and independence.

This module aims to support the learner in gaining insight into the complex care needs of students. The module will focus on a variety of complex needs and identify how these can be addressed in a way that is respectful, safe and supportive to students whilst adhering to legislative and regulatory requirements. This module will empower learners to be less fearful of complex needs and situations that they meet and enable them to support learners to progress in education and not be limited by their complex needs.

1. Describe the concepts of primary care and complex care needs and the role of the SNA in supporting successful outcomes for students and their families.
2. Demonstrate the application of Safe Moving and Handling Principles.
3. Describe evidence-based practice in supporting students in meeting specific health care needs within the school environment.
4. Describe the reporting procedure/s and governance required when assisting student with complex needs in the school environment.
5. Demonstrate proficiency in reporting on critical incidents within the school environment.

This module will support SNAs' understanding of social and emotional development to support the wellbeing, learning and participation of all students while appreciating their neurodiversity. The focus is on behaviour as a response to stress and as a form of communication. Through a biopsychosocial model lens, a focus on preventative approaches, the importance of the environment, routines and positive behaviour underpinned by UDL principles will be addressed. The module also focuses on the social and emotional development stages at different points in the student's life and in the various school settings (primary, post-primary, special school, special class). The importance of regulation and various approaches to supporting students with behavioural needs will be included.

1. Understand social and emotional development through the various stages of childhood.
2. Identify different forms of internalising and externalising behaviour.
3. Recognise that behaviour is an adaptive response to stress which may be related to sensory needs, the environment, pain, adverse events and trauma.
4. Explain what emotional regulation is using Shankers Five Domain Model of Regulation.
5. Describe techniques to support students behaviour, including recognising environmental and sensory regulation so students can be supported with appropriate interventions leading to self-management.

This module aims to provide a comprehensive understanding of autism and the role of the SNA in supporting students with autism in different school settings (primary, post-primary, special school, special class). It will explore the history, prevalence, causes, and diagnosis of autism. Theoretical, biopsychosocial, and autistic perspectives on autism will be discussed and their implications will be explored. The sensory sensitivities and sensory processing differences associated with autism and how they may affect well-being, behaviour, learning and relationships will be examined. SNAs will develop an understanding of the importance of their role in supporting and enabling autistic students in inclusive learning environments.

1. Understand autism and the autistic students experience in school.
2. Describe different approaches to understanding autism, including theoretical, biopsychosocial, and autistic perspectives.
3. Explain the social experiences and preferences of students with autism and describe strategies to support the development of adaptive skills.
4. Recognise sensory differences experienced by autistic students in school environments.
5. Recognise key times of transition between and within school settings and describe how transition for students with autism can be supported.

This module will develop an understanding of the role and responsibilities of the SNA in school settings (primary, post-primary, special school, special class). SNAs will explore effective and respectful communication for working as part of multi-disciplinary teams. This module will describe the importance of data protection, privacy, and General Data Protection Regulation (GDPR) relevant to school settings. SNAs will become familiar with child protection procedures and the role and responsibility of the SNA regarding observation, record-keeping, and report writing. SNAs will develop skills of reflective and reflexive practice.

1. Develop further their understanding of the role and responsibilities of the SNA in school settings including critical incident support, confidentiality and school policies and procedures.
2. Describe how SNAs work collaboratively in a whole school setting and as part of multi-disciplinary teams.
3. Explain data protection, privacy, and GDPR guidelines relevant to school settings.
4. Demonstrate knowledge of Child Protection Guidelines and Procedures.
5. Engage in reflective and reflexive practice regarding their role, their well-being and self-care.