Chevron Training

Prior evidence may be necessary if the learners experience is certified or experiential. Evidence of prior learning may suffice, alternatively a self-assessment exercise where the learner may be obliged to give a portfolio or appropriate evidence of learning.

Previous studies may be recognised as accredited learning, non-accredited learning, informal or experiential learning. Accredited learning is usually conducted in a formal setting and a qualification Accredited learning takes place in a formal learning setting and a qualification has been granted. This may be a topic or an element of a course you have completed. Non-accredited learning consists of intentional learning, but no qualification was given consequently such as work experience or education courses. For example, education that was tested but not included in the NFQ, e.g. professional certification programmes. Lastly, informal, or experiential learning is upskilling through life and work experiences. This type of learning is unintended, and the learner may not have realised that this contributed to his or her knowledge, skills and competence: More information can be accessed in the learners handbook: here.

If you would like to complete the QQI Level 6 SNA course and you think you may fulfil the above standards to fast track, we would recommend that you get in touch with our admissions team: info@chevroncollege.ie, or you can call an educational consultant at (01) 685 5300.  They will happily support you with the provision of information and guidance on next steps.

The course is intended to promote good practice among those working in various primary or secondary classroom settings such as daycare centre, playschool, creche or a centre for adults with special needs. Gaining valuable knowledge to become more specialised in this field is another noteworthy advantage that comes with successfully completing the level 6. More job confidence and satisfaction will follow this. Chevron offer a QQI Level 5 and 6 Special Needs Assistant Course that can be completed over 12 months or as quickly as you like. This programme can be paid in full, or alternatively in instalments (either over 6 or a 12-month period). Due to the reasons stated above, we would recommend completing the level 5 and 6 modules together. The QQI Level 6 Special Needs Assistant certificate consists of just one module (6N1957). The assessment method is 50% project and 50% skills demonstration, with the 20 hours mandatory work experience. Please click here to view more details: QQI Level 5 and 6 SNA Course.

You most likely can expected to be paid a salary every month.

There are additional career opportunities that may appeal to you and provide some progression after gaining experience as an SNA. Some potential career paths include:

• Special Education Teacher: SNAs have the potential to become special education teachers with further study and training. Typically, this entails earning a teaching credential with a specialisation in special education, such as a Bachelor of Education (B.Ed.) or Postgraduate Diploma in Education (PGDE).
• Special Education Coordinator or Supervisor: Special Needs Assistants with leadership skills and knowledge of special education practices may progress to positions as supervisors or coordinators for special education. These jobs include managing special education programmes, assisting staff members and teachers, and working with the admin of the school and outside parties.
• Behavioural Therapist: SNAs with a focus on intervention techniques and behaviour control may become behavioural therapists or specialists.
• Education Consultant or Advocate: Some SNAs go on to become advocates or educational consultants, this could entail advising families on their educational alternatives, promoting inclusive policies, and helping them with the Individual Education Plan (IEP) procedure.
• Research and Policy Development: SNAs who want to work in research or policy development might contribute to the field of special education. This could be working with advocacy groups to advance the inclusion and rights of people with special needs, conducting research studies, or contributing to the creation of educational policies.
• Management and Administration: SNAs with experience can go on to work in management or administration positions in schools or organisations that support people with special needs. This could apply to positions like executive directors of charitable organisations, programme directors, and principals of schools.

Learners are required to complete their work experience in a Tulsa registered setting with children aged six or under with additional needs. However, for work placement the age group must be six or under. Examples of settings include – creches, primary school, ECCE setting, Breakfast club, after school, etc. They will be qualified to work with older children and in secondary school setting once they complete the course.

It is important that you possess proficiency in written and spoken English, along with being capable in computer literacy. The assessment method consists of continuous assessment including work-based assignments, projects, skill demonstrations and learner records. No written exams are required for any of the Special Needs Assistant modules.  Exams can sometimes be daunting or difficult for learners; therefore, the continuous assessment method removes any predetermined test nerves.

In addition to the assessment methods, you are required to obtain a minimum of 20 hours work experience per module with 20 students or children with Special Educational Needs. The 60 hours of work experience is required to be completed in a Tulsa registered setting with the age group 0–6-year-olds, the College does not take responsibility for securing a work placement, this is up to the learner to organise.  In terms of Special Needs Assisting as a career, many SNA’s find the role extremely rewarding as they have such a significant impact on someone’s life.

The Special Needs Assisting (5N1786) component module is a minor award worth 15 credits. The objective of this certificate is to provide necessary skills to enable the learner to work under direction in a special need assisting capacity.

Some learning outcomes of this module include.

• the ability to examine relevant legislation in relation to disability,
• explore the rights of children with disability,
• use care routines in feeding, toileting, and general hygiene,
• also work well with children under the guidance of the classroom teacher
• maintain appropriate relationships with children, parents, primary teachers and other members of the multi-disciplinary team.

The Children with Additional Needs (5N2396) component module is a minor award type worth 15 credits. The purpose of this award is to provide the learner with the ability to work under the guidance with young children with additional needs. Particularly it aims to provide the learner with the insight of the context of special needs, associated issues and approaches used.

Some learning outcomes of this module include.

• Examine the history of special needs in Ireland.
• Analyse the legislation and policy development relating to children with additional needs.
• Describe a variety of children’s special needs conditions and limitations.
• Explain the various duties and support resources that are accessible for kids with special needs.
• Use a variety of approaches with kids who have special needs.
• Engage in best practice with children with additional needs.
• Organise developmentally appropriate activities while keeping in mind each child’s welfare, safety, and general well-being.
• Discover how to take responsibility for individual learning within a multidisciplinary team assessing processes which result in effective team co-operation.
• Evaluate own practice to strengthen understanding children with special needs, resulting in increased knowledge of social, ethical, and legal issues in relation to the education and care.

The Special Needs Assisting 6N1957 component module is a minor award that is worth 15 credits. The purpose of this award is to provide the learner with the understanding, ability and capability in the theory and practice underpinning the education and care of those who have special educational needs.

Some learning outcomes are for this module include but are not limited to are.

• Evaluate the provision of education for those with special needs, referencing legislation.
• Access educational options available in Ireland for individuals with special needs
• Examine the difference between integration and inclusion in educational settings.
• Examine relevant theories, skills and processes in relation to curriculum.
• Making meaningful activities tailored to individual needs.
• Reflect on personal attitudes, values, beliefs, and assumptions regarding working with individuals with disabilities.

Online learning offers many advantages, some of these include.

1. 1. Flexibility: Course materials are accessible, and students can attend sessions according to their own schedule. This may be essential for those who have strict routine or obligations, such as family or career matters.
   2. Accessibility: E-learning allows students to study anytime, anywhere in Ireland.
   3. Personalized learning experience: Online courses usually combine interactional multimedia aspects, learning tools, and individual feedback, meaning students can tailor their student experience to meet their own needs and requirements.
   4. Increased communication and collaboration: Our online education platform is Learn Upon. LearnUpon’s discussion forum aims to encourage communication among students in relation to allocated readings and course information.
   5. Cost-effectiveness: Online learning can be very cost-effective for students. It can save money on commuting, accommodation and other fees that are typically associated with attending class face to face.

The flexible nature of these standard SNA employment contracts allows them to accommodate the diverse range of working hours found in primary, post-primary, and special education settings. No specific hours were agreed upon; instead, full-time SNAs are expected to work during regular school hours in the school where they are employed, as well as be available before and after school to assist with child arrival and dispersal, classroom preparation and cleanup, and other tasks. These hours are determined locally by the school administration and will change from one school to the next based on the needs of the institution.

This means that it’s not always the case that the agreement’s requirement of 32 hours per week is met. Every school will have one that varies depending on the previously mentioned parameters.

Education for children with special needs can be provided in various settings:

1. Mainstream Classes: Many children with disabilities or special needs attend mainstream classes in mainstream schools. They may receive support from learning support and resource teachers, as well as care assistance from special needs assistants (SNAs).
2. Special Classes in Mainstream Schools: Some children attend special classes within mainstream schools. These classes typically have low pupil/teacher ratios to cater to the specific needs of the students.
3. Special Schools: There are approximately 140 special schools catering to particular types of disability and special needs. Special schools provide specialized support for students with more complex educational needs, especially when a full-time mainstream placement wouldn’t be optimal for the student.

In addition to Special Needs education increasing employability and building on educations, training in special needs strengthens intellectual ability and builds a sense of purpose. It demands the learner to have a specialised skillset, therefore the education will go beyond the usual teaching curriculum. You will build on many personal qualities and soft skills too, such as patience, empathy, and communication. These soft skills are highly valuable in different aspects of life including personal relationships and social interactions. Furthermore, adding to technical skills and contribute to overall success and fulfilment.

Gaining specialized expertise in the field of special education increases your employment opportunities. Your transferable abilities will allow you to work in a variety of settings in addition to schools, if desired.