Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools

ABSTRACT

Amidst changing sociocultural and political climates, limited economic resources and shifting educational policies, classroom teachers continue to hold a significant responsibility in educating an increasingly diverse student population. Balancing the requirement to support student variability within perceived everchanging contexts can be challenging for many teachers. To alleviate some of the pressures in educating diverse student populations, Special Needs Assistants (SNAs) have been deployed to support teachers in meeting the care needs of some children with special educational needs, arising from a diagnosed disability. Grounded in Bronfenbrenner’s Ecological System’s Theory (1974), the following study explored the interpersonal relationship of teachers and SNAs working in mainstream primary classrooms, in Ireland. Data from quantitative questionnaires and qualitative semi-structured interviews were collected with results from the questionnaires (N = 112) informing the questions for the semi-structured interviews (N = 8). Open-ended questions were used throughout the interview process to collect the nuanced experiences of classroom collaborations from both teachers and SNAs. Findings indicate that SNAs are a well-established and welcomed part of the school workforce. Difficulties with role confusion, a lack of structural guidance around SNA deployment and professional self-efficacy in SEN confirmed the existence of challenges, experienced by the two workforces, which lead to implications in practice for effectively collaborating in classrooms.

KEYWORDS:

• Paraprofessional support
• inclusion
• special needs assistants
• continuing professional development (CPD)
• policy
• special educational needs (SEN)

Acknowledgements

The author expresses gratitude to the teachers and SNAs who generously shared their time in this study, providing invaluable insights and serving as representatives of this sector within the Irish education system. It is a powerful reminder of the dedicated efforts being carried out in classrooms throughout the region to ensure the inclusion of every student.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Ireland employs a multitrack approach to schooling across both primary and secondary levels. Special Schools are designed to serve students with significant and complex educational and care needs. Special Classes within mainstream settings are designed to provide a more supportive and tailored learning environment for students with specific SEN, such as those with autism spectrum disorders or mild to moderate intellectual disabilities; Mainstream + Supports, is designed for general education classes and students with SEN may receive additional support from special education teachers, SNAs, and other professionals as needed; Mainstream is the standard educational track that serves the majority of students, including those without identified SEN.

Additional information

Notes on contributors

Hazel RyanSheehan

Hazel RyanSheehan has worked in inclusive and special education, initially as a special education teacher, and, thereafter, as a special needs assistant and special educational needs organizer. She is currently completing her PhD at the University of British Columbia, Vancouver, Canada, in Special Education. Her research interests focus on the area of inclusive and special education, paying particular attention to teacher and student conceptualisations of (dis)ability, teacher efficacy in relation to the inclusion of students with disabilities and student voice in inclusive-orientated practices.