GY Special Needs Assisting Level 5
Programme Aim
The overall aim of the programme is to provide the learner with the opportunity to develop the knowledge, skills and competence to work under supervision in a range of community health service settings or to progress to further and/or higher education and training.
Target Award
QQI Community Health Services – 5M4468
Start Date: 01-09-2025 Hours/week: 04 Hrs 45 Mins Duration: 15 weeks
NFQ Level 4 or equivalent when accessing a Level 5 programme.
CERFL proficiency at B2 for access to Level 5 courses for those whose first language is not English
Mature learner entry requirements available via the local ETB pathway
Additional requirements may apply to non-EU/EEA Applicants and may be subject to full international fees (Please refer to Information for International Learners) *Each provider may have additional requirements, not outlined above.
Age Requirements
Minimum statutory school leaving age (16+)
Learning Aptitude
Applicants must have a motivation to learn, an interest in the subject and the ability to acquire the knowledge, skills and competencies set out in the course.
Previous Experience
Applicants must be able to demonstrate a moderate range of knowledge, skills and competencies relevant to the course, be able to work with responsibility and demonstrate the ability to work on their own initiative.
| Module | Award | Body |
|---|---|---|
| Special Needs Assisting | Special Needs Assisting (5N1786) | QQI |
Special Needs Assisting
Mapped to QQI
component
specification for the
minor award
1. Examine the role of a Special Needs Assistant (SNA)
including the qualities, skills and strategies to support and
assist the child with special educational needs, in line
with best practice guidelines and frameworks.
1, 2, 5, 6, and 9
2. Explore the rights of the child with special educational
needs and those of their families in line with relevant
legislation and best practice guidelines.
3 and 4
3. Examine a range of special educational needs of children. New
4. Explore the importance of working as part of a team to
build relationships with children, families, practitioners
and other adults (stakeholders) to support the child’s
individual needs.
7 and 8
5. Engage in reflective practice to build relationships with
children, families, practitioners and other adults
(stakeholders) and to promote inclusion in learning
environments.