SNA training and professional development

2.3.1.1 National policy context.

In considering the role of the SNA, a review of original educational policy highlights the minimum required standard of education for appointment to the SNA post. Currently, this comprises (i) a Further Education and Training Award Council (FETAC) level 3 major qualification on the National Framework of Qualifications3 or (ii) a minimum of three grade Ds in the Junior Certificate or (iii) equivalent (DES, 2011b). Since 2005, the DES has provided funding for continuing professional development (CPD) programmes for SNAs, with reference to the role of the SNA. These programmes, originally delivered by three Colleges of Education in Ireland and now, solely by St. Angela’s College, Sligo, comprise a 20 hour introductory course or a 60 hour certificate course related to the role of the SNA (DES, 2011a; Kerins et al., 2015). In addition, St. Angela’s College, Sligo offers a Level 7 programme on the National Framework of Qualifications, devised for SNAs working in primary, post-primary and special schools. This programme is aimed at enabling SNAs to develop the knowledge, skills, attitudes and understanding regarding the role of the SNA in order to respond to the SEN of all pupils (Kerins et al., 2015). Although this programme is accredited and recognised by the DES, national policy outlines how SNAs are currently not required to engage in any specialist training to secure employment (DES, 2011a; Kerins et al., 2015). Notably in March 2018, the NCSE recommended that a national training programme be introduced at Level 5 on the National Framework of Qualifications for existing SNAs who do not have the requisite level of relevant training and for new ISAs on appointment. Such recommendations were made in light of the comprehensive review of the SNA scheme (NCSE, 2018), whereby the training needs of SNAs were particularly noted in relation to supporting pupils with medical needs and those with challenging behaviour, as well as in areas of developing pupils’ independence and resilience. In addition, the NCSE (2018) recognised the need for further focused training for SNAs/ISAs tailored to the needs of specific pupils, as well as whole school training. Nonetheless, these recommendations have not been enacted in policy changes to date.

3

The Irish National Framework of Qualifications, established in 2003, is a framework through which all learning achievements may be measured and related to each other in a coherent way. Qualifications included in the framework are organised based on their level of knowledge, skill and competence. Qualifications range from Level 1 (certificate) to Level 10 (doctoral degree/higher doctorate; Quality and Qualifications Ireland, 2018)

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2.3.1.2 Review of national and international research.

A review of national literature highlights how the low level of qualification for SNAs, as outlined in Circular 0021/2011, has been a contested topic for years (Daly et al., 2016; Kerins et al., 2015; Lawlor & Cregan, 2003; Logan, 2001; Ware et al., 2009). In fact, this issue was highlighted in some of the earliest national research conducted in this area (Logan, 2001, 2006). Interestingly, findings from the Value for

Money review (DES, 2011a) showed that by 2010, only 480 SNAs had completed

the DES-funded certificate programme for SNAs. In addition, the review raised questions regarding the appropriateness and quality of SNA training received outside of the established routes provided by the DES and Colleges of Education. In this regard, the need for training programmes based on the role of the SNA, as outlined in Departmental circulars, was emphasised (DES, 2011a).

A review of a subset of international peer-reviewed articles between 2005 and 2012, as conducted by Giangreco et al. (2014b), also revealed ‘inadequate training’ as a longstanding issue in the field of paraprofessional support for over 20 years. In particular, the issue of assigning “the least qualified staff members [to] students with the most complex learning characteristics” is emphasised repeatedly throughout the literature (Giangreco, Yuan, McKenzie, Cameron, & Fialka, 2005, p. 29; Malmgren & Causton-Theoharis, 2006). This is coined a ‘double standard’, whereby the instruction of pupils with disabilities is compared to that received by their typically- developing peers (Giangreco, 2003; Webster et al., 2010). Although in an Irish context, SNAs are not afforded a teaching role, their low level of training still renders them to be the least qualified staff members often working with pupils with the most complex needs.

Focusing specifically on SNAs working with pupils with behavioural care needs, the issue of preparedness becomes even more significant. This issue was particularly emphasised in the policy advice paper from the NCSE to the Minister for Education and Skills in 2012 on the future education of students with challenging behaviour arising from severe emotional disturbance/behavioural disorders. In this paper, the NCSE (2012) pointed to the often complex and enduring nature of needs presented by pupils with challenging behaviour arising from severe emotional disturbance/behavioural disorders. The necessity for training for both teachers and SNAs to work with this cohort of pupils was highlighted. In particular, the benefits of a whole school approach to training were acknowledged, to ensure an inclusive and supportive culture is fostered within schools. Although this advice paper did not serve to bring about changes to national policy regarding the standards for SNA

52 training, research highlights that in recent years, some schools and education centres have begun to provide additional CPD for SNAs to address identified skill deficits related to behaviour support (Daly et al., 2016; Kerins et al., 2015). Nonetheless, the focus and depth of this training remains unclear. Moreover, embarking on this study, a review of the literature highlighted a dearth of information related to SNAs’ preparedness to develop pupils’ independence. In light of the focus on pupil independence in national policy (DES, 2014), the need for further research in this area was deemed necessary. In particular, the author sought to establish a broad national picture of the level of initial training and CPD undertaken by SNAs. Thereafter, data was sought on the specific level of training completed by SNAs in relation to supporting pupils’ behavioural care needs and developing pupils’ independence.

It is notable that having commenced this research study, two significant national studies were published related to SNA training. Firstly, this pertained to research conducted at St. Angela’s College, Sligo across ten counties in the border, midland and western regions of Ireland (Kerins et al., 2015). Focusing on findings related to 216 mainstream primary schools, results showed that over one quarter of SNAs in primary schools indicated that their highest level of qualification was a Certificate/Diploma at Level 6/7 on the National Framework of Qualifications. Although two fifths of those SNAs indicated that they had undertaken some training in the area of SEN before commencing employment, over half of such respondents (53%, n=97) identified categories relating to behavioural difficulties as a key training need; a finding also reflected in school Principals’ responses (68%, n=83). Interestingly, training in ‘encouraging pupil independence’ was also identified as a clear professional development need by almost one third (32.2%) of the SNAs at primary level; a finding also endorsed by 56.5% of all school Principals.

Secondly, findings from Fórsa Trade Union also shed light on initial SNA qualifications. Based on a national survey completed by 2,688 SNA members in 2017, findings revealed that the majority of SNA respondents held a FETAC Level 5 (30%) or Level 6 (27%) qualification, with only 3% of respondents holding the minimum qualification of a Junior Certificate. Qualifications varied significantly across the remaining participants, spanning Leaving Certificate, Leaving Certificate Applied, Ordinary Degree (Level 7), Honours Degree (Level 8), Master’s Degree (Level 9) and ‘other’. Notably, 82% of respondents also expressed interest in receiving further training related to the SNA role (Fórsa, 2018).

53 Although findings from these two studies served to address the preceding national research gap related to SNA training and CPD, further research in this area was still deemed necessary. This was particularly in terms of linking SNA training with SNAs’ knowledge, understanding and self-efficacy to support pupils with behavioural care needs in applied educational settings.

2.3.2 SNA knowledge, understanding & self-efficacy to support pupils’