4 June 2026
AsIAm welcomes the Department of Education and Youth’s publication of the new circular on The Role of Special Needs Assistants, which will replace the previous 2014 circular.
The circular is a positive step in acknowledging the crucial work that SNAs do in making education accessible to Autistic children. The recognition of the true roles and responsibilities of the SNA in a child’s education is long overdue, with SNAs often being the bedrock through which a child can fully engage and thrive in school.
The circular recognises that SNAs provide pivotal support in a student’s wellbeing, communication, learning, transitions, regulation and engagement with extra-curricular activities.
We are encouraged to see a greater emphasis on supporting participation, inclusion and access to education for Autistic students with the support of SNAs. The circular reflects a more holistic understanding of student needs and aligns more closely with Ireland’s commitments under the UN Convention on the Rights of Persons with Disabilities (UNCRPD).
Effective inclusion depends on strong collaboration between students, families, teachers, SNAs, school leaders and support services. We particularly welcome recognition of the importance of listening to and incorporating the voices and experiences of students themselves in decisions that affect their educational experience.
Student voice is a key component of creating schools where students’ needs are being met.
As ever, the success of these changes will depend on meaningful implementation and resourcing. In particular, it is of critical importance that the support needs of Autistic children are not just recognised in the context of the work of an SNA, but are directly linked to decisions surrounding deployment and that the resources in the system reflect the level of need.
Appropriate training, professional development, resourcing and ongoing support for school communities will be essential to ensure that the intentions of the circular translate into positive outcomes for students.
Mandatory and continuous training and professional development are included in the circular, which would ensure that SNAs are continuing to be supported to meet the needs of their students. However, any training must be neuro-affirmative and co-designed with Autistic people to ensure it is optimal.
While we broadly welcome the direction of travel, we believe careful consideration should be given to the framing of “behaviours of concern” within practical guidance such as circulars.
We know that many Autistic students are in educational settings where their sensory, communication and processing needs are not being met, which in turn causes distress. Policies and guidance should therefore remain grounded in understanding and support.
We encourage a stronger emphasis on identifying and addressing the underlying causes of distress, alongside ensuring that Autistic students are meaningfully listened to regarding the supports and accommodations that help them participate in education.
Positive outcomes for pupils are most effectively achieved when schools create environments that are responsive to individual need, rather than expecting students to adapt to systems that may not adequately support them.