NR Special Needs Assisting L5
This module aims to: to equip the learner with the knowledge, skill and competence in the practices
and principles underpinning the role of a Special Needs Assistant to enable the learner to work
effectively under direction in a special need’s capacity
Target Award
QQI Community Health Services – 5M4468
Start Date: 04-11-2025 Hours/week: 06 Hrs 00 Mins Duration: 13 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 |
• Examine the relevant legislation in relation to disability.
• Explore the rights of children with disabilities in relation to personal autonomy, participation and
decision making.
• To enable the learner to relate effectively and appropriately to children with special educational
needs.
• To enable the learner to maintain appropriate relationships with children, parents, primary
carers, teachers and other members of the multi-disciplinary team.
• Assist the learner in working effectively with children with special educational needs (SEN)
under the direction of the classroom teacher.
• Assist children with special educational needs, ensuring equality of opportunity through
working in a safe and professional manner.
• Reflect on personal practice working with children, their parents or guardians and colleagues
ensuring that children’s individuality is promoted and that their needs are met.
• To enable the learner to take responsibility for his/her own learning.