SNA Programme – Special Needs Assisting QQI 5 (Part-time) Dungarvan
About this course.
This course contains two modules,
Special Needs Assisting
Children with Additional Needs
The aim of the programme is 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 needs assisting capacity.
Target Award
QQI Community Health Services – 5M4468
Start Date: 31-08-2026 Hours/week: 02 Hrs 30 Mins Duration: 37 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 |
|---|---|---|
| Children With Additional Needs | Children with Additional Needs (5N2396) | QQI |
| Special Needs Assisting | Special Needs Assisting (5N1786) | QQI |
2 Examine the qualities and skills of an effective Special Needs Assistant.
3 Examine the relevant legislation in relation to disability.
4 Explore the rights of children with disabilities in relation to personal autonomy, participation and decision making.
5 Relate effectively and appropriately to children who present with additional needs.
6 Use care routines in feeding, toileting and general hygiene.
7 Maintain appropriate relationships with children, parents, primary carers, teachers and other members of the multi-disciplinary team.
8 Work effectively with children who present with disabilities under the direction of the classroom teacher.
9 Assist children with disabilities in a range of activities, ensuring equality of opportunity
through working in a safe and professional manner
10 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. (See Aistear/Siolta guidelines from birth to 6).