Can you work part-time as an SNA?
SNAs’ working hours are often determined by their job contracts. The SNA contract of employment includes Departmental Circulars that outline the terms and conditions of employment for SNAs. The Minister for Education issues new Circulars and amends existing ones periodically.
Additionally, SNAs are required to be available for 72 hours. This is to be used by schools as an additional bank of hours and delivered outside of normal school opening hours/and or the normal school year.
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:
- 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).
- 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.
- 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.