Early Childhood Care and Education

Special Needs Assisting

This Module leads to the FETAC Minor Award:

Level 5 Component Certificate in Special Needs Assisting
(5N1786)
Units 1-4

Special Needs Assistant Training

Portobello Institute
43 Dominick Street,
Dublin 1
T: +353 1 8920000
F: +353 1 8721989
E: [email protected]
W: www.portobelloinstitute.ie

Copyright of this Document

The contents of this document are copyright to Portobello Institute, unless otherwise stated, and must
not be reproduced without permission. 2013 Portobello Institute. All Rights Reserved. Reproduction
of this publication in any form without prior permission is forbidden. The information contained herein
has been obtained from sources believed to be reliable. Portobello Institute disclaims all warranties as
to the accuracy, completeness or adequacy of such information. Portobello Institute shall have no
liability for errors, omissions or inadequacies in the information contained herein or for interpretations
thereof. The reader assumes sole responsibility for the selection of these materials to achieve its
intended results. The opinions expressed herein are subject to change without notice.

Contents
Unit One:
Unit Two:
Unit Three:
Unit Four:

The Role of the Special Needs Assistant

Equal Opportunities and Child Development (overview)
Physical/Intellectual Disabilities
Communication and personal and professional development

Portobello Institute 2013

Page 2

Special Needs Assistant Training

Unit One The Role of the Special Needs Assistant

Specific Learning Outcomes:
Upon completion of this Unit, learners should be able to:
Learners should be able to:
1. Outline the personal qualities required to be an effective special needs assistant
2. List the responsibilities of the special needs assistant within the work setting
3. Define the differing roles and functions of the multi-disciplinary team, depending on the specific
special need of the child
4. Explain the importance of confidentiality within the work setting
5. Demonstrate the importance of ensuring a safe work environment.

Portobello Institute 2013

Page 3

Special Needs Assistant Training

The Role of the Special Needs Assistant (SNA)

Qualities needed to be a good SNA

Patience
Care
Sense of fairness
Flexibility
Ability to learn from mistakes
Friendliness
Versatility
Hard to shock
Sense of humour
Enthusiasm
Consistency
Positive attitude

Responsibilities of the special needs assistant

To assist the teacher in preparation and tidy up of classrooms

To assist in implementing programmes of instruction and evaluation

To follow instruction and direction from the class teacher

To work with individual children on a one to one basis under the direction of the class teacher

To work with children in group situations as above

To assist the class teacher in maintaining an atmosphere of trust mutual respect love tolerance and
discipline

To attend to children who may urinate or defecate unintentionally

To participate in supervising children if a teacher has cause to temporarily leave the classroom.

To be aware of health and safety regulations

To use initiative at all times

To maintain confidentiality and dignity of the child

To maintain the ethics and philosophy of the school/centre both within and outside the
premises

Assisting with dressing feeding toileting and general hygiene

Assisting on out of school visits, walks and similar activities

Portobello Institute 2013

Page 4

Special Needs Assistant Training

Assisting children to board and alight from school buses. Where necessary travel on school buses as
an escort may be required
Multidisciplinary Teams
What are teams?
Teams are groups of people with complementary skills who are committed to a common purpose and
hold themselves mutually accountable for its achievement. Ideally, they develop a distinct identity and
work together in a co-ordinated and mutually supportive way to fulfil their goal or purpose. Task
effectiveness is the extent to which the team is successful in achieving its task-related objectives. Shared
goals are most likely to be achieved through working together and pooling experience and expertise.
Successful teams are characterised by a team spirit based around trust, mutual respect, helpfulness and
at best friendliness.
Professionals from different disciplines come together as a team to support the immediate and changing
needs of individual children with disabilities and or learning difficulties and their families. Parents are
also seen as valuable members of the team. There should be close co-operation between all members of
this multi-disciplinary team in order that the best needs of the children are served. The following is a
brief description of some members of that team. They may be involved at different ages of the childs
life.

Neonatologist
This is a doctor who specialises in neonatology. Neonatology is the branch of medicine dealing with
disorders in the new-born infant. If the infant is originally admitted to the neonatal intensive care unit or
a special care baby unit, this will most likely be the kind of doctor that will be taking care of her/him.

Paediatrician
This is a doctor who specialises in paediatrics. Paediatrics is the branch of medicine dealing with the care
and development of children and with the treatment of diseases that affect them. Paediatricians can
become involved in a maternity unit, a paediatric ward, or out-patient department of a child
development centre. They work in a hospital or may be community based.
Specialist/Consultant

Portobello Institute 2013

Page 5

Special Needs Assistant Training

Consultants/specialists are usually experts in their own fields of medicine or surgery. An example would
be a neurologist who is a medical practitioner specialising in neurology. They would usually care for the
child in hospital or out-patient clinics. They would liaise with a paediatrician or the family doctor and
contribute to assessments and re-assessments of the child.

Family Doctor
The family doctor or general practitioner (G.P.) is community based. This important member of the team
is often the first person on hand to deal with any concerns or queries that a family might have. The
family doctor will care for the general needs of the family, including the child. The family doctor can
refer the child for further specialist care and can also provide the parents with updated and accurate
information.

Child Psychologist
A psychologist studies mental processes, development and behaviour. They may work in child
developmental centres or guidance clinics. They observe and assess childrens social, emotional and
behavioural development. They also observe and assess the family relationships and circumstance. They
offer advice on how to manage unusual/difficult behaviour. An education psychologist advises
teachers and parents about children who may be experiencing learning or behavioural difficulties. They
undertake educational assessments for children requiring a statement of special educational needs.

Child Psychotherapist
Psychotherapy may be described as any of a number of related techniques for treating mental health
issues by psychological methods. These techniques are similar in that they all rely mainly on establishing
communication between the therapist and the patient as a means of understanding and modifying the
patients behaviour. A child psychotherapist is concerned with the childs needs, development and
relationships within the family.

Play Therapist
A play therapist is a person trained in the skills of play therapy. Play therapy is a technique used in child
psychotherapy in which play is used to reveal unconscious material. Play is the natural way in which
children express and work through unconscious conflicts; thus play therapy is analogous to the
technique of free association.

Portobello Institute 2013

Page 6

Special Needs Assistant Training

Play Specialist
A play specialist is a person who is qualified to use play constructively to help children come to terms
with illness and hospitalisation.

Public Health Nurse

Public health is the field of medicine that is concerned with safe-guarding and improving the physical,
mental and social well being of the community as a whole. This nurse has a background in nursing and
obstetrics and continued further studies to obtain this status. They are community based and make
home visits to mothers, infants and young children. They are invaluable members of the community
service as they offer advice and practical help, information and support to the family.

Physiotherapist
Physiotherapists can be hospital or community based. Physiotherapists assess a childs motor skills and
help those with movement, positioning or balancing difficulties. Their aim is to provide exercises and
activities to improve these skills. Physiotherapists also work with children such as those with Cystic
Fibrosis to help with breathing and coughing exercises.

Occupational Therapist
Occupational therapy is concerned with the activities of daily living e.g. washing, feeding and dressing.
An occupational therapist assesses a persons fine and gross motor skills in relation to their ability to
feed, wash and dress themselves appropriate to their age. They assess the living arrangements for the
person and can recommend assistive technologies adaptations and modifications to enable the person
to live more independently. They give practical advice regarding suitable home equipment which will
help a child to play constructively, move around, sit and position themselves independently.
Occupational therapists are both hospital and community based.

Speech Therapist
A speech therapist is a professional, trained to identify, assess and rehabilitate persons with speech or
language and feeding difficulties. Speech and communication difficulties have secondary behavioural
and social problems. A speech therapist can prepare individual programmes of activities and exercises

Portobello Institute 2013

Page 7

Special Needs Assistant Training

for children to help them acquire language and speech. A speech therapist can be hospital or community
based.

Resource Teacher
A resource teacher, may also be called learning support teachers, are teachers with additional training
experience. They may work in one school or may serve a small group of school. In particular they work
with children with learning difficulties.

Special Needs Assistant

Special needs assistants are employed in school to provide extra help and support for children with
disabilities and or learning difficulties and are seen as member of the school team. They have a
background in caring for children and are seen to provide invaluable support in the process of inclusion.

Dietician
A dietician is a specialist in dietetics; the science of regulating diet. A dietician can give expert advice and
offer support to the family and child who requires a special diet. This can range from children with
diabetes to children with Cystic Fibrosis. Dieticians are both hospital and community based.

Social Worker
A social worker is a professional, trained in the treatment of individual and social problems of patients
and their families. They may be based in hospitals or a local area office and are employed by local
authorities or voluntary organisations. They have statutory child protection duties. They hold social work
qualification. A social worker can advise on accessing resources, benefits and services to which children
and parents are entitled. They are able to counsel parent or carers and help them to understand the
special needs of the child. They are also involved in the assessment for day-care, respite care and family
aide provision.

Childcare Professionals
A childcare professional holds a qualification in childcare and works in crches, residential care, family
centres and may also be employed in the public or private sector. These professionals work on a day-today basis with children and may also be employed in the area of special needs or in integrated nurseries.

Portobello Institute 2013

Page 8

Special Needs Assistant Training

Confidentiality
If you have developed a good relationship with parents (you will), it is more than likely that they will
share personal information with you, both about their child and themselves, especially if the child's
difficulties is related to emotional and or behavioural issues. It is therefore essential that all information
shared between professionals and parents is kept in the strictest confidence. However, in your role as an
SNA it may be sometimes necessary to pass on information you acquire to heads of departments, the
vice principal or the principal. This is a judgment call. This may be necessary under the following
circumstances:

If a student tells you something which you think may affect the safety of members of staff or the
student body
If a student tells you he/she is being bullied
If a student is experiencing abuse of any kind, at home or at school
If a student has information about other students being bullied

Sometimes its difficult to make a decision based on what a student says because one is never sure
whether or not the information is accurate. The best way to approach it is to ask as many open-ended
questions as possible and ask other members of staff to assist you in ascertaining whether or not these
concerns are justified. Staff members are generally supportive and would be as anxious as you are to
clarify matters as quickly as possible. Remember also the role of the school counselor is to support you
in your efforts to deal with difficult situations. Use all the resources available to you.

Managing Health and Safety (http://www.hsa.ie/eng/Education/)

Successful management of health and safety requires the active involvement of all
employees. It should be assessed in the context of wider responsibilities, including the need not to
discriminate against disabled students.
Once potential hazards are identified and risks assessed, sensible precautions should be adopted.
Employers need to ensure that their health and safety policies and procedures are appropriate,
effective and regularly reviewed.
Employers need to be satisfied that their employees (including head teachers/principals and their
management team) are adequately trained so that they understand their role in monitoring health and
safety performance.

Portobello Institute 2013

Page 9

Special Needs Assistant Training

Everyone needs to know what they are supposed to do, and where to get help.

Portobello Institute 2013

Page 10

Special Needs Assistant Training

Unit Two: Equal Opportunities and Child Development (overview)

Learners should be able to:

1. Describe the duties of the special needs assistant under current child protection legislation
2. Discuss the importance of ensuring children of all denominations are afforded equal respect within
the work setting
3. Summarise the merits of integration within the work setting
4. List the rights afforded to all children (as listed by the UnitedNations)
5. Identify the relevant legislation in relation to disability
6. Identify the stages of child development (0-12)
7. Explain the concept of normative child development and the variations which occur within this
spectrum.

Portobello Institute 2013

Page 11

Special Needs Assistant Training

Children with special educational needs are more vulnerable and consequently more at risk of becoming
victims of abuse for reasons such as:
Poor conmmunication skills
Limited sense of danger
Need for intimate care
Lack of mobility and greater reliance on adults
Need for attention, friendship or affection
Limited assertiveness and poorer self-confidence
Limited understanding of sexuality or sexual behaviour
Fear of not being believed
Special needs assistants are involved in the care of children with special educational needs every day
and require adequate training in the field of child protection.
The personal safety education needs of all children with special educational needs must be provided for
with due regard to the specific vulnerabilities of individual children. The Stay Safe programme is taught
as part of social, personal, health, education.

Personal Safety Skills for Children with Learning

Difficulties(1996) was designed to supplement the Stay Safe mainstream pack and to assist teachers
with this work.
SNAs must follow the recommendations for reporting concerns or disclosures as outlined in Children
First and the Department of Education and Science document, Child Protection, Guidelines and
Procedures.

Portobello Institute 2013

Page 12

Special Needs Assistant Training

The Child Care Act, 1991

The purpose of the Act is to "up-date the law in relation to the care of children who have been
assaulted, ill-treated, neglected or sexually abused or who are at risk." The main provisions of the Act
are:
(i) the placing of a statutory duty on health boards to promote the welfare of children who are not
receiving adequate care and protection up to the age of 18;
(ii) the strengthening of the powers of the health boards to provide child care and family support
services;
(iii) the improvement of the procedures to facilitate immediate intervention by health boards and An
Garda Sochna where children are in danger;
(iv) the revision of provisions to enable the courts to place children who have been assaulted, ill-treated,
neglected or sexually abused or who are at risk, in the care of or under the supervision of regional health
boards;
(v) the introduction of arrangements for the supervision and inspection of pre-school services;
(vi) the revision of provisions in relation to the registration and inspection of residential centres for
children.

The Non-Fatal Offences Against the Person Act, 1997

The two relevant provisions of this Act are:
(i) it abolishes the rule of law under which teachers were immune from criminal liability in respect of
physical chastisement of pupils;
(ii) it describes circumstances in which the use of reasonable force may be justifiable

Protections for Persons Reporting Child Abuse Act, 1998

This Act came into operation on 23rd January, 1999.
The main provision of the Act are:
The Chief Executive Officers of health boards have appointed a wide range of nursing, medical,
paramedical and other staff as designated officers for the purposes of the Act. Section 6 of the Act is a
saving provision which specifies that the statutory immunity provided under the Act for persons
reporting child abuse is additional to any defences already available under any other enactment or rule
of law in force immediately before the passing of the Act.
Portobello Institute 2013

Page 13

Special Needs Assistant Training

(i) the provision of immunity from civil liability to any person who reports child abuse "reasonably and in
good faith" to designated officers of health boards or any member of An Garda Sochna.
(ii) the provision of significant protections for employees who report child abuse. These protections
cover all employees and all forms of discrimination up to, and including, dismissal.
(iii) the creation of a new offence of false reporting of child abuse where a person makes a report of
child abuse to the appropriate authorities "knowing that statement to be false". This is a new criminal
offence designed to protect innocent persons from malicious reports.

The Chief Executive Officers of health boards have appointed a wide range of nursing, medical,
paramedical and other staff as designated officers for the purposes of the Act. Section 6 of the Act is a
saving provision which specifies that the statutory immunity provided under the Act for persons
reporting child abuse is additional to any defences already available under any other enactment or rule
of law in force immediately before the passing of the Act.

The key principles that should inform best practice in child protection and welfare are as detailed in
Children First: National Guidance (2011) (http://www.dohc.ie/publications/children_first.html)
(i) The welfare of children is of paramount importance.
(ii) Early intervention and support should be available to promote the welfare of children and families,
particularly where they are vulnerable or at risk of not receiving adequate care or protection. Family
support should form the basis of early intervention and preventative interventions.
(iii) A proper balance must be struck between protecting children and respecting the rights and needs of
parents/carers and families. Where there is conflict, the childs welfare must come first.
(iv) Children have a right to be heard, listened to and taken seriously. Taking account of their age and
understanding, they should be consulted and involved in all matters and decisions that may affect their
lives. Where there are concerns about a childs welfare, there should be opportunities provided for their
views to be heard independently of their parents/carers.
(v) Parents/carers have a right to respect and should be consulted and involved in matters that concern
their family.

Portobello Institute 2013

Page 14

Special Needs Assistant Training

(vi) Factors such as the childs family circumstances, gender, age, stage of development, religion, culture
and race should be considered when taking protective action. Intervention should not deal with the
child in isolation; the childs circumstances must be understood within a family context.
(vii) The criminal dimension of any action must not be ignored.
(viii) Children should only be separated from parents/carers when alternative means of protecting them
have been exhausted. Re-union should be considered in the context of planning for the childs future.
(ix) The prevention, detection and treatment of child abuse or neglect requires a coordinated
multidisciplinary approach, effective management, clarity of responsibility and training of personnel in
organisations working with children.
Child Protection and Welfare Practice Handbook
The Education for Persons with Special Educational Needs Act 2004 provides for the education of
children aged under 18 years with special educational needs. The Act focuses on childrens education
and:
Provides that people with special educational needs are educated in an inclusive environment,
as far as possible
Establishes that people with special educational needs have the same right to avail of and
benefit from education as children who do not have those needs
Provides for the greater involvement of parents in the education of their children and decision
making
Establishes the National Council for Special Education (NCSE) on a statutory basis
Gives statutory functions to the Health Service Executive with regard to the education of people
with special educational needs
Establishes an independent appeals system the Special Education Appeals Board where
decisions made about the education of people with special educational needs can be appealed
The Act sets out a range of services to be provided to people with special educational needs. These
include assessments, education plans and other support services. Parents can seek assessments of a
childs educational needs. Assessments can be initiated by the Health Service Executive (HSE), by a
school principal or by the National Council for Special Education. The system for personal education
plans is not yet in place and its implementation is being co-ordinated by the NCSE.

Portobello Institute 2013

Page 15

Special Needs Assistant Training

The HSE is currently responsible for providing health services to pre-school children and may provide
speech and language therapy services. The NCSE will be responsible for providing services to schoolgoing children.
Special Needs Assistants
Special needs assistants (SNAs) are allocated to schools to work with children who have specific care
needs. They provide non-teaching care support. SNAs support pupils who have care needs resulting
from a disability, behavioural difficulties or a significant medical issue. This might include a significant
impairment of physical or sensory function or where their behaviour makes them a danger to
themselves or other pupils. Pupils needs could range from needing an assistant for a few hours each
week (for example, to help feed or change the pupil(s) or bring them to the toilet) to requiring a fulltime assistant.
SNAs may work with more than one child and can also work on a part-time basis depending on the
needs of the school.
Designated Liaison Person (DLP):
The person nominated by the Board of Management, as the liaison person for the school when dealing
with the HSE, An Garda Sochna and other parties in connection with allegations of and/or concerns
about child abuse. The role of the Designated Liaison Person is outlined in section 3.2 of these
procedures.
Child Protection Procedures for Primary and Post-Primary Schools
All Boards of Management are now required to formally adopt and implement these procedures as part
of their overall child protection policy. In the interests of the welfare and protection of children, school
authorities and school personnel are required to adhere to these procedures in dealing with allegations
or suspicions of child abuse. These procedures apply to both primary and post primary schools and
replace previous guidelines issued in 2001 and 2004 respectively.
The purpose of these procedures is to give direction and guidance to school authorities and school
personnel in the implementation of Children First when dealing with allegations/suspicions of child
abuse and neglect. In addition, they also aim to provide sufficient information to school authorities and
school personnel to enable them to be alert to and to be aware of what to do in situations where there
is a concern, suspicion or allegation of child abuse or neglect.

Portobello Institute 2013

Page 16

Special Needs Assistant Training

In all cases, the most important consideration to be taken into account is the protection of children. In
this regard, these procedures emphasise that the safety and well-being of children must be a priority. If
school personnel have concerns that children with whom they have contact may have been abused or
neglected, or are being abused or neglected, or are at risk of abuse or neglect, the matter shall be
reported without delay to HSE Children and Family Social Services. The reporting procedures outlined in
chapter 4 of these procedures shall be followed.
While the procedures contained in this document are concerned with the implementation of Children
First when dealing with allegations/suspicions of child abuse and neglect, schools also have a general
duty of care to ensure that appropriate arrangements are in place to protect their pupils from harm. It is
also acknowledged that schools are particularly well placed to recognise wider child welfare issues that
if addressed appropriately at an early stage can be an important element in the overall welfare and
protection of children and the prevention of child abuse and neglect.
Main New Elements
The main new elements of these revised procedures are:
All schools must have a child protection policy that adheres to certain key principles of best practice in
child protection and welfare and all schools are required to formally adopt and implement without
modification, the Child Protection Procedures for Primary and Post Primary Schools as part of their
overall child protection policy.
All primary schools must fully implement the Stay Safe programme. This plays a valuable role in helping
children develop the skills necessary to enable them to recognise and resist abuse and potentially
abusive situations.
Garda vetting of school personnel and a child protection related statutory declaration and associated
form of undertaking by all persons being appointed to teaching and non-teaching
Positions, where school personnel suspect that a child may have been abused or neglected, or is being
abused or neglected, or is at risk of abuse or neglect.
Why Integration and not Segregation
The justification for segregated special care and schooling for children described as having special needs
primarily lies in the assumption that these schools can provide everything the child requires under one
Portobello Institute 2013

Page 17

Special Needs Assistant Training

roof. All possible resources including non-educational support, like physiotherapy and speech therapy
can be located in the one building, ensuring the child has constant access to all sources of help. The
pupil does not have to have a day off school to visit clinics etc. Segregated special schools also have an
accumulated wealth of expertise in dealing with pupils with special needs. Yet there has been an
increasing awareness that segregated special schools do not per se benefit the children who attend
them.
However peer group relationships provide a vehicle in which a child can learn attitudes, values and
information not normally available from adults. Through his/her peer group a child is able to test out
his/her ideas. These interactions also help a child cope with social relationships in later life. Another
benefit of mixing with children of the same age is that these interactions consolidate the childs sex-role
identify. Although the development of gender awareness originates in parent-child relationships, this
process is extended and enhanced by contact with other children of the childs own age. Similarly this
type of contact may influence a childs educational expectations. A child interacting with higher
achieving peers can be motivated towards better personal academic attainments. However, an inclusive
setting must be the choice of the family. An inclusive day care setting or school also gives children who
do not have special needs the opportunity to learn about, respect and respond to children described
as having special needs. This enables non disabled children/people to socialise, befriend and learn about
difference. Attitudes are one of the biggest barriers to inclusion and as with all things the earlier children
learn about all forms of difference the better they will accept and even embrace the opportunity to
engage with people who are different.
Inclusion of a child/person described as having a disability and or learning difficulty has advantages for
the family. Parents and siblings are more likely to have a positive attitude towards them if they see s/he
is able to function in ordinary environment outside the home. Inclusion also means that the parents
assess their childs development using dimensions applicable to all other children; the child is not
treated as special to the same extent that s/he would be when attending a segregated environment.
Inclusion usually continues into the childs social life. This allows parents to have more opportunities to
interact with a wider group of parents. However, there is also an additional stress on parents to make
sure s/he receives the additional resources s/he requires; parents may have to spend a lot of time taking
their child to several after- school clinics.
Some establishments may feel unsure about admitting children with disabilities or learning difficulties.
Disability awareness training may be available and voluntary organisations may offer specialist help and
Portobello Institute 2013

Page 18

Special Needs Assistant Training

advice. More and more nurseries, combined nursery centres, pre-schools and playgroups are rethinking
their policies and procedures with the aim of providing an inclusive environment which recognises the
value and equality of all children. Other parents may need reassuring about the value of inclusion for all
children as it also will provide opportunities for their children to learn about children with a disability or
learning difficulties and who need particular support. By developing a caring ethos for all children the
staff will be able to allay any fears and anxieties that parents or other children may have.
From Integration to Inclusion
Inclusive education goes beyond integration a term which, until the late 1990s, was generally used to
describe the process of repositioning a child or groups of children into mainstream setting. Integration
was a term used by organisations when seeking neighbourhood placements for all students, and implied
the need for a student to adapt to the school, rather than for the school to transform its own practices.
The onus for change appeared to be on those seeking to enter mainstream schools, rather than on
mainstream schools adapting and changing themselves in order to include a greater diversity of pupils.
Inclusive education implies a radical shift in attitudes and a willingness on the part of schools to
transform practices in pupil grouping, assessment and curriculum. The notion of inclusion does not set
boundaries around particular kinds of disability or learning difficulty, but instead focuses on the ability
of the school itself to accommodate a diversity of needs.
The shift from integration to inclusion is not simply a shift in terminology, made in the interests of
political correctness, but rather a fundamental change in perspective. It implies a shift away from a
deficit (medical) model, where the assumption is that difficulties have their source within the child, to a
social model, where barriers to learning exist in the structures of schools themselves and, more broadly,
in the attitudes and structures of society. Underlying the inclusion approach is the assumption that
individual children have a right to participate in the experience offered in the mainstream classroom.
The UN Convention on the Rights of the Child
Ireland ratified the UN Convention on the Rights of the Child in 1992. The Convention is in essence a "bill
of rights" for all children. It contains rights relating to every aspect of children's lives including the right
to survival, development, protection and participation. The underlying principles of the Convention may
be summarised as follows:

Portobello Institute 2013

Page 19

Special Needs Assistant Training

(i) Non-discrimination (Article 2): All rights apply to all children without exception. The State is obliged to
protect children from any form of discrimination and to take positive action to promote their rights.
(ii) Best Interests of the Child (Article 3): All actions concerning the child shall take account of his or her
best interests. The State shall provide the child with adequate care when parents, or others charged
with that responsibility fail to do so.
(iii) Survival and Development (Article 6): Every child has the inherent right to life, and the State has an
obligation to ensure the child's survival and development.
(iv) The Child's Opinion (Article 12): The child has the right to express his or her opinion freely and to
have that opinion taken into account in any matter or procedure affecting the child.
The Convention recognises the critical role of the family in the life of a child. It states that the family, as
the fundamental group of society and the natural environment for the well-being and growth of all its
members and particularly children, should be afforded the necessary protection and assistance so that it
can fully assume its responsibilities in the community.
A number of articles of the Convention are of particular relevance to child protection.
(i) Article 19 states that parties shall take all appropriate legislative, administrative, social and
educational measures to protect the child from all forms of physical or mental violence, injury or abuse,
while in the care of parent(s), legal guardian(s) or any other person who has care of the child.
Such protective measures should, as appropriate, include effective procedures for the establishment of
social programmes to provide necessary support for the child and for those who have the care of the
child, as well as for other forms of prevention and for identification, reporting, referral, investigation,
treatment and follow up of instances of child maltreatment described heretofore, and, as appropriate
for judicial involvement.
(ii) Articles 34 and 35 refer respectively to the protection of children from sexual exploitation and from
sale, trafficking and abduction.
From birth to age 6 children change from helpless infants to competent children attending school. This
period represents a time of intense learning and development as the child acquires physical mobility,
language skills, gets involved in social interactions, becomes aware of and attempts to regulate his/her
emotions and develops intellectually. During this time the foundation for much of the young persons
Portobello Institute 2013

Page 20

Special Needs Assistant Training

subsequent development is laid down. The main developmental milestones from birth to 6 years of age
are detailed:
By 3 months of age (http://www.nncc.org/Child.Dev/mile1.html):
Motor Skills
lift head when held at your shoulder
lift head and chest when lying on his stomach
turn head from side to side when lying on his stomach
follow a moving object or person with his eyes
often hold hands open or loosely fisted
grasp rattle when given to her
wiggle and kick with arms and legs
Sensory and Thinking Skills
turn head toward bright colors and lights
turn toward the sound of a human voice
recognize bottle or breast
respond to your shaking a rattle or bell
Language and Social Skills
make cooing, gurgling sounds
smile when smiled at
communicate hunger, fear, discomfort (through crying or facial expression)
usually quiet down at the sound of a soothing voice or when held
anticipate being lifted
react to "peek-a-boo" games
By 6 months of age:
Motor Skills

Portobello Institute 2013

Page 21

Special Needs Assistant Training

hold head steady when sitting with your help
reach for and grasp objects
play with his toes
help hold the bottle during feeding
explore by mouthing and banging objects
move toys from one hand to another
shake a rattle
pull up to a sitting position on her own if you grasp her hands
sit with only a little support
sit in a high chair
roll over
bounce when held in a standing position
Sensory and Thinking Skills
open his mouth for the spoon
imitate familiar actions you perform
Language and Social Skills
babble, making almost sing-song sounds
know familiar faces
laugh and squeal with delight
scream if annoyed
smile at herself in a mirror
By 12 months of age:
Motor Skills
drink from a cup with help
feed herself finger food like raisins or bread crumbs
grasp small objects by using her thumb and index or forefinger
use his first finger to poke or point

Portobello Institute 2013

Page 22

Special Needs Assistant Training

put small blocks in and take them out of a container
knock two blocks together
sit well without support
crawl on hands and knees
pull himself to stand or take steps holding onto furniture
stand alone momentarily
walk with one hand held
cooperate with dressing by offering a foot or an arm
Sensory and Thinking Skills
copy sounds and actions you make
respond to music with body motion
try to accomplish simple goals (seeing and then crawling to a toy)
look for an object she watched fall out of sight (such as a spoon that falls under the table)
Language and Social Skills
babble, but it sometimes "sounds like" talking
say his first word
recognize family members' names
try to "talk" with you
respond to another's distress by showing distress or crying
show affection to familiar adults
show mild to severe anxiety at separation from parent
show apprehension about strangers
raise her arms when she wants to be picked up
understand simple commands
By 2 years of age:
Motor Skills
drink from a straw

Portobello Institute 2013

Page 23

Special Needs Assistant Training

feed himself with a spoon
help in washing hands
put arms in sleeves with helpbuild a tower of 3-4 blocks
toss or roll a large ball
open cabinets, drawers, boxes
operate a mechanical toy
bend over to pick up a toy and not fall
walk up steps with help
take steps backward
Sensory and Thinking Skills
like to take things apart
explore surroundings
point to 5-6 parts of a doll when asked
Language and Social Skills
have a vocabulary of several hundred words
use 2-3 word sentences
say names of toys
ask for information about an object (asks, "Shoe?" while pointing to shoe box)
hum or try to sing
listen to short rhymes
like to imitate parents
sometimes get angry and have temper tantrums
act shy around strangers
comfort a distressed friend or parent
take turns in play with other children
treat a doll or stuffed animal as though it were alive
apply pretend action to others (as in pretending to feed a doll)
show awareness of parental approval or disapproval for her actions
refer to self by name and use "me" and "mine"

Portobello Institute 2013

Page 24

Special Needs Assistant Training

verbalize his desires and feelings ("I want cookie")
laugh at silly labeling of objects and events (as in calling a nose an ear)
enjoy looking at one book over and over
point to eyes, ears, or nose when you ask
3-4

years

(http://www.healthychildren.org/English/ages-stages/toddler/Pages/Developmental-

Milestones-3-to-4-Years-Old.aspx)
Movement milestones
Hops and stands on one foot up to five seconds
Goes upstairs and downstairs without support
Kicks ball forward
Throws ball overhand
Catches bounced ball most of the time
Moves forward and backward with agility
Milestones in hand and finger skills
Copies square shapes
Draws a person with two to four body parts
Uses scissors
Draws circles and squares
Begins to copy some capital letters
Language milestones
Understands the concepts of same and different
Has mastered some basic rules of grammar
Speaks in sentences of five to six words
Speaks clearly enough for strangers to understand
Tells stories
Cognitive milestones

Portobello Institute 2013

Page 25

Special Needs Assistant Training

Correctly names some colors
Understands the concept of counting and may know a few numbers
Approaches problems from a single point of view
Begins to have a clearer sense of time
Follows three-part commands
Recalls parts of a story
Understands the concept of same/different
Engages in fantasy play
Social and emotional milestones
Interested in new experiences
Cooperates with other children
Plays Mom or Dad
Increasingly inventive in fantasy play
Dresses and undresses
Negotiates solutions to conflicts
More independent
Imagines that many unfamiliar images may be monsters
Views self as a whole person involving body, mind, and feelings
Often cannot distinguish between fantasy and reality
4-5 years of age
(http://www.healthychildren.org/English/ages-stages/preschool/Pages/Developmental-Milestones-4-to5-Year-Olds.aspx)
Movement milestones
Stands on one foot for ten seconds or longer
Hops, somersaults
Swings, climbs
May be able to skip
Milestones in hand and finger skills
Portobello Institute 2013

Page 26

Special Needs Assistant Training

Copies triangle and other geometric patterns
Draws person with body
Prints some letters
Dresses and undresses without assistance
Uses fork, spoon, and (sometimes) a table knife
Usually cares for own toilet needs
Language milestones
Recalls part of a story
Speaks sentences of more than five words
Uses future tense
Tells longer stories
Says name and address
Cognitive milestones
Can count ten or more objects
Correctly names at least four colors
Better understands the concept of time
Knows about things used every day in the home (money, food, appliances)
Social and emotional milestones
Wants to please friends
Wants to be like her friends
More likely to agree to rules
Likes to sing, dance, and act
Shows more independence and may even visit a next-door neighbor by herself
Aware of sexuality
Able to distinguish fantasy from reality
Sometimes demanding, sometimes eagerly cooperative
Stages of development of 6-10 year olds

Portobello Institute 2013

Page 27

Special Needs Assistant Training

(Tassoni, P., 2007; Meggitt, C., 2007)
From six to ten years of age most children in western society attend school and learn to read, write,
acquire maths skills and develop social and emotional skills appropriate to their setting. Great strides in
their intellectual development mark this time. Key features of development of this age group are:
Development of reading and writing skills
Improved physical coordination, in particular fine motor skills
Increasing awareness of social skills
Separation of boys and girls when at play
Friendships with a basis in play interests
Appreciation and understanding of rules and their importance

During these years the majority of children are relatively confident and have established friendships, but
their parents remain a powerful influence. Disagreements with friends can happen frequently, although
they are resolved quickly in general. Children become more aware of their achievements relative to
others and realise the importance that adults place on children doing well. Speech should be mature by
seven years of age and fluent for most children. School plays a major role in the lives of most children
of this age group. The basics of reading, writing and simple maths calculations will have been learned,
but it can take more time for some children to grasp these skills.

Physical growth proceeds at a steady though slower rate than it did in the previous five years. However,
brain growth is significant and facilitates the acquisition of fine motor skills.

By ten years of age, usually children will have mastered a variety of practical skills such as dressing
themselves, basic cooking and tidying. Children also get involved in activities and hobbies outside of
school such as swimming, football, playing a musical instrument or joining a group such as the Brownies
or Cubs.

Physical, intellectual, language, social and emotional development progress at varying rates over these
years. The child grows physically at a fairly steady rate and matures educationally, socially and
emotionally. There may be significant differences in height, weight and build among children of this age
range. These differences may be attributable to genetic background, nutrition and exercise. Growth
Portobello Institute 2013

Page 28

Special Needs Assistant Training

and maturation can proceed at different speeds, which can lead to a physically more mature child
behaving in an immature manner for his/her physical developmental stage. Or a child that is physically
not as mature who can be very mature along the other aspects of development. These contradictions
can lead to problems for children, where in the former case they are expected to behave in a more
mature way than is yet possible for them and in the latter they are treated in a manner more fitting a
younger child.
Physical development (Meggitt, C., 2007)
Children of six years of age are gaining in physical strength and in agility. In terms of gross motor skills
they can run, jump and hop with confidence; catch and throw balls accurately; ride a two-wheeled bike
with and maybe without stabilisers; skip to music; and kick a football up to 6 meters.
Their fine motor skills allow them to build a tower of cubes that is fairly straight, hold a pen or pencil
using a dynamic tripod grasp; write a number of letters of approximately the same size; can write their
full name; may be beginning to write simple stories.
Cognitive and language development
At six years of age children are thinking in a more coordinated way and are capable of holding more
than one viewpoint at a time; they are developing concepts of quantity such as length, measurement,
distance and area; can distinguish between reality and fantasy, but can be frightened by supernatural
creatures in books and on the television; they show an interest in basic scientific principles such as what
happens to things that are heated or soaked in water; draw people in detail; are able to pronounce most
of the sounds of their native language; talk fluently and confidently; have learned and can repeat
nursery rhymes and songs; are developing literacy skills; like to have books read to them and also to
read books themselves.
Emotional and Social development
At six years of age children choose friends based mainly on their personality and interests; can hold long
conversations with a friend or an adult, taking turns, listening and speaking; can carry out simple
household tasks; and are beginning to compare themselves with other people such as I am like her in
that I like to skip, but different in that I like to play the piano and she does not.
Moral development

Portobello Institute 2013

Page 29

Special Needs Assistant Training

Children of this age are beginning to take on concepts such as fairness and forgiveness.
Seven years of age
Physical development
By seven years of age a child can hop on either leg and walk along a beam holding their arms
outstretched for balance; may be competent at riding a two-wheeled bicycle or using roller skates; can
climb on play apparatus with skill, some even climbing ropes; increased stamina; can control their speed
when running and can swerve to avoid bumping into people or objects; can catch and throw a ball using
one hand only.
Their fine motor skills allow them to build tall, straight towers using cubes; writing skills are improving;
using colours appropriately in drawings, as in blue for the sky and green for the grass; drawings of
people include heads, bodies, hands, hair, fingers and clothes; can use a large needle with thread to
sew.
Cognitive and language development
By seven years of age children can understand conservation of number that ten sweets remain ten
sweets whether they are pushed close together in a pile or are spread out around the table; they can
express themselves in writing and in speech; can use a computer keyboard and mouse for simple tasks;
like experimenting with new materials and enjoy learning concepts such as adding and subtracting
numbers; they can carry out simple calculations in their head; are beginning to understand how to tell
the time; are interested in learning about nature and the environment; can arrive at logical conclusions
and are getting to grips with cause and effect; and may have an interest in design and in working
models.
Emotional and social development
Children of seven are learning how to control their emotions are realising that they can have private
thoughts and can conceal their true feelings; think both about who they are and about who they would
like to be; can wash, dress and look after their toilet needs independently; may speak up for themselves;
may be critical of their own work as in school; form close friends mainly with children of the same sex.
Moral and spiritual development

Portobello Institute 2013

Page 30

Special Needs Assistant Training

Understand the difference between right and wrong and express feeling of wonder about nature.
Eight and nine years of age
Physical development
Eight year and nine year old children are gaining in body strength, coordination and reaction times.
They can ride a two-wheeled bicycle without difficulty, skip freely, have fun playing active, energetic
games and sports; and enjoy taking part in competitive sports.
Fine motor skills of eight and nine year olds are facilitated by greater control over small muscles so they
can write and draw with greater skill; they draw people with details of clothing and facial features; they
are beginning to draw in a way that demonstrates depth, shading, three dimensions and movement; and
they are beginning to join their letters in writing.
Cognitive and language development
Eight and nine year olds have better memory and attention skills and can speak out and express their
ideas in a fortright way; they are gaining planning and evaluation skills; they have an improved ability to
think and to reason; they can work with abstract ideas; can employ and understand complex sentences;
talk a lot and like making up and sharing jokes; their reading is improving in fluency; they like a range of
activities including joining clubs, playing games with rules and collecting things; task oriented projects
are taken on; and are better at using reference books.
Emotional and social development
Children of this age range are becoming more sensitive and realise that other people feel a range of
emotions just like they do; they are embarrassed easily; are discouraged easily; are proud of their
competencies; can be argumentative and bossy at times and at others be generous and responsive; are
beginning to see things from the other persons viewpoint; form casual friendships easily with people
mainly of the same gender; like to be members of clubs formed by children and also of more formal
clubs such as Scouts; are beginning to show a loyalty to the group; like to share secrets and jokes.
Moral and spiritual development
View rules made by adults as permanent and unchangeable; understand the difference between reality
and fantasy and are evolving their own standards of right and wrong; and are concerned with fairness.

Portobello Institute 2013

Page 31

Special Needs Assistant Training

Ten years of age
Physical development
By ten years of age, some girls may be entering puberty and this leads to a greater range in differences
of physical maturity. Boys in general are two years behind girls in terms of puberty.
10 12 years - develops strength for games like tennis, plays sport with increased skill, increased
physical stamina. In relation to fine motor skills, ten year old children will be trying out tasks such as
needlework or woodwork; and have an established writing style employing cursive or joined-up writing.
10 12 years - manually dexterous, writes well, keyboard skills well developed.

Cognitive and language development

Children of ten years of age are beginning to understand the motives behind the actions of others; can
concentrate on tasks for longer periods; can write essays of some length; are beginning to work out
memory strategies; may have curiosity about drugs, alcohol and tobacco; and may show a particular
talent in writing, maths, art, music or woodwork.
10 12 years understands relational terms such as weight and size considers all aspects of situations
enjoys discussion and debate develops and maintains interests such as sport and music may understand
abstract concepts

12 years verbal formal reasoning enjoys discussion and debate discusses a variety of topics with
knowledge and understanding

Emotional and social development

Show an improved ability to understand the needs and opinions of others; can identify and name their
feelings; are becoming more self-conscious; generally have a best friend and shared interests and
things in common may lead to more intense longer-lasting friendships; mood swings associated with
puberty may be emerging; have a more clearly defined personality; are very sensitive to criticism; like to
spend leisure time with friends and belong to small groups of the same sex; are very conscious of the

Portobello Institute 2013

Page 32

Special Needs Assistant Training

opposite sex; are keen to talk, dress and act just like their friends and give in more to peer pressure;
become self-absorbed and inward looking; have greater independence, but like adults to help them.
10 12 years - peer groups very important works out own social patterns may join sports team likes
privacy to be respected, may defy adult authority, enjoys socialising in groups likes to be part of a team
or gang, awareness of the opposite sex, continues to be part of single-sex groups, is able to work as part
of a group.

Moral and spiritual development

Appreciate that certain rules can be changed by agreement and that they are not imposed always by an
external authority; may want to be involved in the rule making; are finding conflict between the values
that their parents espouse and those of their peers.
Developmental psychologists have established the normal range of abilities that children attain
depending on their age. The normative approach, where through observation of many children,
different skills were seen to be acquired at more or less the same age by many children, has served as a
valuable benchmark of development. This approach, however, does not acknowledge that everybody is
an individual and unique and therefore not all children reach their milestones within the appropriate
age window. This demonstrates the existence of individual variation between people.
Children with special needs may meet all the developmental milestones, possibly at some time after the
established age-norm. Some children may meet some of the milestones, but not others.

Portobello Institute 2013

Page 33

Special Needs Assistant Training

Challenging behaviours
Introduction
This section gives insight into the issues related to a range of behaviours which are considered to be
challenging. The important factor to remember is the behaviour challenges us. Years ago the person was
considered to be the problem, this is no longer the case. There are many factors which impact on all
individuals regardless of the impairment or disability they may have. It is also important to remember
that people without an impairment or disability can also present challenging behaviours due to
personal, social or environmental factors.

You will learn about what might be behind some behaviours, different approaches and strategies that
are used. There are varying views and opinions within professional groups with regard to approaches
and some people are very pro or anti certain methods. It is important to consider all approaches as each
work in different ways and for different people.

Behaviour in ways that others identify as challenging or problematic is not exclusive to people with
autism. It is part of being human. Most of our behaviours reflect attempts to meet our needs, satisfy our
desires, cope with frustrations and high levels of emotion (Clements and Zarkowska 2000 p.47)
What is considered challenging behaviour to one person may not be challenging to another depending
upon the way each person interprets a particular behaviour displayed by any individual.

Triggers
Possible Factors in the Production of Challenging Behaviours
Personal Factors
Genetics e.g. * genetic conditions which are thought lo influence behaviour directly
Constitutional or Physiological e.g.
* hormonal state
* hunger - (Maslow level I needs)
* allergies
* brain damage
* drug regimes

Portobello Institute 2013

Page 34

Special Needs Assistant Training

* illness
* epilepsy
* psychoses

Personality & Character e.g.

* extremes of extroversion or introversion
* neuroticism
* impulsiveness
* sense of humour
* frustration tolerance
* changeable moods
* arousal pattern
* coping styles (ability to cope with own emotions)
* prejudices

Sense of Self e.g.

* self-esteem - unable to see self as valuable - as 'good lo be with
* self-view e.g. "this is how I am" - seeing self as a difficult or violent person
* degree of self-knowledge

Difficulty with Communication e.g.

* not able lo use or understand language
* difficulty with verbal expression
* difficulty with understanding others, e.g. deafness

Basic Needs & Abilities e.g.

* unfulfilled sexual needs

Portobello Institute 2013

Page 35

Special Needs Assistant Training

* still at early developmental stage
* still has basic security and social needs (Maslow levels 2 & J)

Environmental Factors
Quality of Physical Environment e.g.
* lighting
* acoustics
* noise levels
* space available
* humidity
* healing
* colours

Quality of the social environment e.g.

* general social complexity
* environment not complex enough -unstimulating

Placed in Position of Powerlessness e.g.

* being goal-blocked
* unreasonable punishment
* extensive use of punishment
* lack of access to decision making
* lack of access to choice over own actions
* staff stress on compliance and conformity
* staff reliance on confrontation and win/lose scenarios
* behaviour constantly scrutinised with frequent interventions from staff'

Portobello Institute 2013

Page 36

Special Needs Assistant Training

Unpredictable occurences e.g.

* being startled/cornered

* lack of understanding about what is happening in the environment

* other people's outbursts

Other people's high expectations e.g.

* good' behaviour always behave your chronological age always
* staff set unachievable objectives

All Communication Difficulties e.g.

* lack of access to communications at own level of ability
* lack of access to communications with staff
* communications difficulties between staff

Possible Factors in the Production of Challenging Behaviours

Checklist for children showing a change in behaviours

Has the child recently experienced;
Bereavement
Family disharmony or marital breakdown
Loss of friends / pet
Is the child new to school or in transition from junior to senior school
Some unusual event
Been involved in a cycle of bullying
Been in an accident of any kind

Portobello Institute 2013

Page 37

Special Needs Assistant Training

Experienced medical difficulties

Has the child's behaviour changed to show?

Change from outgoing to withdrawn or reserved to wild
Trying to escape - poor attendance, running away
Breaking rules frequently
Taking risks
Changes in self-care - poor hygiene, disturbed eating habits, irregular sleep
Problems with bowel or bladder control
Experimentation with harmful substances
Entering into conflict frequently
Low trust of adults
Self-harm
Poor concentration, attention and organisational skills at school
Excessive anxiety around school - being perfectionist / withdrawing totally
Frequent outbursts of anger for no apparent reason
The child exhibiting any of the above behaviours needs to talk to a significant adult (teacher, parent,
doctor) and express their feelings. Parents should be encouraged to seek the advice of a doctor for their
child.
Strategies
Being Non-Confrontational
Avoid unnecessary conflict
Avoid shouting or raising your voice

Portobello Institute 2013

Page 38

Special Needs Assistant Training

Use a conversational tone of voice which attempts to communicate a sense of participation your
willingness to help with this problem
Remember and attempt to use the motto:
Participation is different from and better than Compliance
Don't pick the person up on everything she/he does which is unacceptable'.
Try and judge if certain behaviours are not worth worrying about at all
Use a relaxed facial expression and eye contact when communicating - use of humour is allowed
Keep your body language relaxed and open, don't loom over sitting people stand squarely face to face
with the person
Adopt a 'big' posture
Avoid haranguing, endlessly repealing orders
At all times use the questioning style rather than giving orders or ultimatums:
Example
"Do you think you/we should..?" "Perhaps you should stop doing that?" "You gonna come now?" "Don't
you think it would be a good idea if?" etc.

This allows you to avoid a win/lose situation where you feel that you have made an ultimatum and you
must enforce it.
Try meeting non-cooperation with 'deferred agreement' e.g.:

"Would you like to get up now? Okay, I'll come back and ask you again in a minute."

Stage 2 of deferred agreement - send another member of staff

Don't demand insincere apologies

Portobello Institute 2013

Page 39

Special Needs Assistant Training

Defusing 1
Calming
The ability to use your own behaviour and interaction skills to assist an angry, frightened or otherwise
aroused person to become more calm, or to cease a process of escalating arousal.
Calming behaviours should be simple, straightforward and predictable to the aroused person, the
emphasis is on communicating willingness to help and reassure, together with the message, "you need
not fear me."
Calming behaviours should be used together with other defusing techniques.

De-triggering
This technique is concerned with addressing the triggering factors in the person's arousal. If you know
the triggers for the person on this occasion, it is as well to remove them, or to do what you can to
minimise their impact whilst you bring the person's arousal down.

Additionally, de-triggering may be about discussing the triggers with the person and offering help with
their effects ("alright, I'll come and help you look for it, yes?"). Addressing these issues can only be done
when the person is at lower levels of build-up. A very angry person will not address issues effectively. At
higher levels of build-up, the only issue is the arousal.

Distracting
Distracting is the technique of helping the person to think about something else other than the arousal.
A distracter will be any option you can offer which will be a viable alternative to the arousal, for that
individual (e.g. a drink, a walk, a sit down, a talk, a quiet place, go somewhere different etc.).
Distracting is about alternative options, but also about giving the person power. Distracting makes sure
that the person always has an option open which will enable them to decide lo change the situation.
This avoids the win-lose scenario style of confrontation. A person who is powerless, with no options
open, is more likely to choose to gain power by use of aggression and violence.

Care: Distracting options should be reasonable, practical ones which will not in themselves make things
worse for you. All options should be as respectful to the person as anything you do at any other time.

Portobello Institute 2013

Page 40

Special Needs Assistant Training

Don't bombard a" person with options, that could be further aggravating, and offer them, do not insist
on any of them.
RRN
Response to Reasonable Need: We may often take the view that an aroused person's behaviour means
that they forfeit all rights. However, it is good technique to respond reasonably. If the person asks for
something you can reasonably supply without worsening anything - do it. You regain some power and
control in this way.

Defusing 2
Further attributes of a member of staff performing as a good defuser:

Portobello Institute 2013

Page 41

Special Needs Assistant Training

Principle I
Manage the incident with a style which does not further contribute to the heat in the situation and the
arousal of the client. This is the first priority.

Principle 2
Use a style of intervention which gets the client calmer. This is the second priority.

Principle 3
"I am not a threat to you - you need not fear me."
This is the basic and most meaningful signal that the member of staff doing the defusing must send to
the aroused client, with face, voice and body language. This does not mean that the member of staff is
passive, or subservient, or makes it more likely that he or she too will become a victim. In fact,
simultaneous with the signal, "you need not fear me" should be signals like: " but 1 am here, I am here
to help, I am quite determined, I have competence, I intend to resolve this problem with you."

THE BEHAVIOURISTS* A-B-C MODEL

Those who advocate for "applied behaviour analysis" would offer the following advice when trying to
determine why a youngster demonstrates certain behaviours: Identify the behaviour of concern,
defining and describing it. Next, try to determine what event(s) happened right before that behaviour.
Finally, note what happens as a result of the youngster's behaviour. With this information, you should
be able to make a good guess at what brings about and maintains the youngster's behaviour. This
information can also be used to modify or eliminate the behaviour.

The behaviorist paradigm for determining the "why" of a behaviour is identified by the symbols A, B, and
C, representing "Antecedent" (the stimulus that caused or "sparked" the behaviour), "Behaviour" (the
student's action that followed the antecedent), and "Consequence" (the reward that followed the
behavior). Behaviorists believe that people show behaviors because they get some sort of reward for
doing so (e.g., attention, power, recognition, money, release from assigned duties, physical pleasure,
etc.). In their minds, behaviors (your's, mine, and the kids') continue and become ingrained because
those actions bring something desirable to us, or remove something undesirable from our midst.

Portobello Institute 2013

Page 42

Special Needs Assistant Training

When dealing with student misbehaviour, the trick is to figure out what is maintaining the behaviour
and then manipulate the environment so that behaviour no longer receives that reward.
If the behaviour receives no reward, it will cease (after an initial escalation of the behaviour in continued
and intensified attempt to obtain a reward in the way that has worked previously).

Another approach is to require a new behaviour in order for the student to get the desired reward. We
ask the student to demonstrate a replacement behavior if he or she wishes to obtain the desired
reinforcement.
A third approach is to manipulate the situation so that the antecedent never occurs. The behaviour
won't happen if there is no stimulus for it to occur.

You see that you can change the A, B, or C (or combinations of them).
Example
The teacher asks a question to the class (Antecedent). John yells out an answer (Behaviour). Teacher
tells John to raise his hand next time (as s/he always tells him to do), but accepts the answer and goes
on with the lesson (Consequence - John got to show how smart he was, beat out his competition...other
kids, and even got a bit of personal interaction from the teacher during the lesson).

In this situation, the teacher could eliminate the antecedent by calling on particular students (after the
question is said, not before...or all the other students will let their minds wander). The teacher might
also change the consequence by ignoring the answer ("I only hear the answer of students who raise
their hands and wait to be called on. I'm looking for a hand.") or penalizing "calling out" behaviour
(while praising the hand raising of other students). The teacher might also work with John to develop a
new behaviour to get the reward/reinforcement. Each time John raises his hand (whether he knows the
answer or not, and whether he is called upon by the teacher or not) he gets a point. Twenty points
allows him to present information to the class tomorrow, or gives him five minutes of personal time
with the teacher (allowing him to receive the desired rewards of appearing knowledgeable or gaining
personal contact with the teacher).

Dealing with the Angry Child

Handling children's anger can be puzzling, draining, and distressing for adults. In fact, one of the major
problems in dealing with anger in children is the angry feelings that are often stirred up in us. It has been
Portobello Institute 2013

Page 43

Special Needs Assistant Training

said that we as parents, teachers, counsellors, and administrators need to remind ourselves that we
were not always taught how to deal with anger as a fact of life during our own childhood. We were led
to believe that to be angry was to be bad, and we were often made to feel guilty for expressing anger.
It will be easier to deal with children's anger if we get rid of this notion. Our goal is not to repress or
destroy angry feelings in children--or in ourselves--but rather to accept the feelings and to help channel
and direct them to constructive ends.

Parents and teachers must allow children to feel all their feelings. Adult skills can then be directed
toward showing children acceptable ways of expressing their feelings. Strong feelings cannot be denied,
and angry outbursts should not always be viewed as a sign of serious problems; they should be
recognized and treated with respect.

To respond effectively to overly aggressive behaviour in children we need to have some ideas about
what may have triggered an outburst. Anger may be a defence to avoid painful feelings; it may be
associated with failure, low self-esteem, and feelings of isolation; or it may be related to anxiety about
situations over which the child has no control.

Angry defiance may also be associated with feelings of dependency, and anger may be associated with
sadness and depression. In childhood, anger and sadness are very close to one another, and it is
important to remember that much of what an adult experiences as sadness is expressed by a child as
anger. Before we look at specific ways to manage aggressive and angry outbursts, several points should
be highlighted:
We should distinguish between anger and aggression. Anger is a temporary emotional state caused by
frustration; aggression is often an attempt to hurt a person or to destroy property. Anger and aggression
do not have to be dirty words. In other words, in looking at aggressive behaviour in children, we must be
careful to distinguish between behaviour that indicates emotional problems and behaviour that is
normal.
In dealing with angry children, our actions should be motivated by the need to protect and to reach, not
by a desire to punish. Parents and teachers should show a child that they accept his or her feelings,
while suggesting other ways to express the feelings. An adult might say, for example, "Let me tell you
what some children would do in a situation like this..." It is not enough to tell children what behaviors
we find unacceptable. We must teach them acceptable ways of coping. Also, ways must be found to
Portobello Institute 2013

Page 44

Special Needs Assistant Training

communicate what we expect of them. Contrary to popular opinion, punishment is not the most
effective way to communicate to children what we expect of them.

Responding to the Angry Child

Some of the following suggestions for dealing with the angry child were taken from The Aggressive Child
by Fritz Redl and David Wineman. They should be considered helpful ideas and not be seen as a "bag of
tricks."
Catch the child being good.
Tell the child what behaviours please you. Respond to positive efforts and reinforce good behaviour. An
observing and sensitive parent will find countless opportunities during the day to make such comments
as "I like the way you come in for dinner without being reminded"; "I appreciate your hanging up your
clothes even though you were in a hurry to get out to play"; "You were really patient while I was on the
phone"; "I'm glad you shared your snack with your sister"; "I like the way you're able to think of others";
and "Thank you for telling the truth about what really happened."

Similarly, teachers can positively reinforce good behaviour with statements like "I know it was difficult
for you to wait your turn, and I'm pleased that you could do it"; "Thanks for sitting in your seat quietly";
"You were thoughtful in offering to help Johnny with his spelling"; "You worked hard on that project,
and I admire your effort."

Deliberately ignore inappropriate behaviour that can be tolerated - This doesn't mean that you should
ignore the child, just the behaviour. The "ignoring" has to be planned and consistent. Even though this
behaviour may be tolerated, the child must recognize that it is inappropriate.

Provide physical outlets and other alternatives - It is important for children to have opportunities for
physical exercise and movement, both at home and at school.

Manipulate the surroundings - Aggressive behaviour can be encouraged by placing children in tough,
tempting situations. We should try to plan the surroundings so that certain things are less apt to
happen. Stop a "problem" activity and substitute, temporarily, a more desirable one. Sometimes rules
and regulations, as well as physical space, may be too confining.

Portobello Institute 2013

Page 45

Special Needs Assistant Training

Use closeness and touching - Move physically closer to the child to curb his or her angry impulse. Young
children are often calmed by having an adult come close by and express interest in the child's activities.
Children naturally try to involve adults in what they are doing, and the adult is often annoyed at being
bothered. Very young children (and children who are emotionally deprived) seem to need much more
adult involvement in their interests. A child about to use a toy or tool in a destructive way is sometimes
easily stopped by an adult who expresses interest in having it shown to him. An outburst from an older
child struggling with a difficult reading selection can be prevented by a caring adult who moves near the
child to say, "Show me which words are giving you trouble."
Be ready to show affection - Sometimes all that is needed for any angry child to regain control is a
sudden hug or other impulsive show of affection. Children with serious emotional problems, however,
may have trouble accepting affection.

Ease tension through humour - Kidding the child out of a temper tantrum or outburst offers the child an
opportunity to "save face." However, it is important to distinguish between face-saving humour and
sarcasm, teasing, or ridicule.

Appeal directly to the child - Tell him or her how you feel and ask for consideration. For example, a
parent or a teacher may gain a child's cooperation by saying, "I know that noise you're making doesn't
usually bother me, but today I've got a headache, so could you find something else you'd enjoy doing?"

Explain situations - Help the child understand the cause of a stressed situation. We often fail to realize
how easily young children can begin to react properly once they understand the cause of their
frustration.

Use physical restraint - Occasionally a child may lose control so completely that he has to be physically
restrained or removed from the scene to prevent him/her from hurting him/herself or others. This may
also "save face" for the child. Physical restraint or removal from the scene should not be viewed by the
child as punishment but as a means of saying, "You can't do that." In such situations, an adult cannot
afford to lose his or her temper and unfriendly remarks by other children should not be tolerated.

Encourage children to see their strengths as well as their weaknesses - Help them to see that they can
reach their goals.

Portobello Institute 2013

Page 46

Special Needs Assistant Training

Use promises and rewards - Promises of future pleasure can be used both to start and to stop
behaviour. This approach should not be compared with bribery. We must know what the child likes-what brings him pleasure--and we must deliver on our promises.

Say "NO!" - Limits should be clearly explained and enforced. Children should be free to function within
those limits.

Tell the child that you accept his or her angry feelings, but offer other suggestions for expressing them
- Teach children to put their angry feelings into words, rather than fists.

Build a positive self-image - Encourage children to see themselves as valued and valuable people.

Use punishment cautiously - There is a fine line between punishment that is hostile toward a child and
punishment that is educational.

Model appropriate behaviour - Parents and teachers should be aware of the powerful influence of their
actions on a child's or group's behaviour.

Teach children to express themselves verbally - Talking helps a child have control and thus reduces
acting out behaviour. Encourage the child to say, for example, "I don't like your taking my pencil. I don't
feel like sharing just now."

The Role of Discipline

Good discipline includes creating an atmosphere of quiet firmness, clarity, and conscientiousness, while
using reasoning. Bad discipline involves punishment which is unduly harsh and inappropriate, and it is
often associated with verbal ridicule and attacks on the child's integrity.

As one teacher put it: "One of the most important goals we strive for as parents, educators, and mental
health professionals is to help children develop respect for themselves and others." While arriving at this
goal takes years of patient practice, it is a vital process in which parents, teachers, and all caring adults

Portobello Institute 2013

Page 47

Special Needs Assistant Training

can play a crucial and exciting role. In order to accomplish this, we must see children as worthy human
beings and be sincere in dealing with them.

Child Behaviour Management Guidelines

The following may be used as guidelines in the management of behaviour of children. Each child is an
individual with his or her own personality and needs; however, these general guidelines may be helpful
in managing a childs behaviour. Parents should be included in all management issues concerning their
children.
The principal of consistency applies to all aspects of discipline. Inconsistency confuses a child. All those
who come in contact with the child need to have a consistent approach.
The same rules should apply to all children and clear limits should be set for all children. Allowances may
need to be made for slower development of some skills but otherwise concessions should not be made.
Good behaviour should be recognised and minor misbehaviours should be ignored for the most part. A
child is more likely to respect problem behaviour if it visibly causes annoyance or frustration. If possible
the child should not see such emotion; clear and reasonable goals should be set for each child. However
bad or difficult behaviour can be viewed as an opportunity to learn. Such behaviour can be reviewed so
that the same problem does not arise again.
Good planning avoids problems: thinking ahead can avoid potential problems that may be encountered.
Work first, and then play! Treats can be given as a reward for good behaviour but should not be used for
keeping a child quiet.
Low expectations can prevent a child from reaching their true potential. As it is that much harder for a
special needs child to make progress, it is all the more reason to push for that extra effort
Regular contact with other members of the team, support staff, unit etc. is important. If a problem is
encountered, it should be discussed. Not alone will this find a solution to the problem, but it can also
help to relieve a huge burden for parents or care givers.

Oppositional Defiant Disorder (ODD)

ODD can appear early in life and displays initially as tantrums similar to other children. However, in this
case the behaviour does not seem to alter with increasing age. Children with ODD are non-compliant
with even reasonable requests put to them by their parents or teacher or will behave in a way opposite

Portobello Institute 2013

Page 48

Special Needs Assistant Training

to that of the required behaviour. This pattern of behaviour is resistant to ordinary disciplinary methods
of parents and teachers and the behaviour is escalated and the child becomes more stubborn and resists
change. Over time the child becomes more defiant and will not respond to any punishment. The
severity of the opposition can worsen with age and they can become physically confrontational if
presented with direct orders or commands. The cause of ODD is unknown, but is thought to be
associated with functional brain problems. The child with ODD rarely responds to corrective measures
and the pattern of behaviour can only be fixed over a long number of years. It is not caused by bad
parenting.

Conduct Disorder
This is a very disruptive and difficult behavioural condition to affect children and adolescents. It can be
difficult to differentiate initially from oppositional defiant disorder and frequently children are not
diagnosed until they are in their adolescence, often not until age eighteen or older. Conduct disorder is
more severe than ODD, it is more severe and has more disturbing and socially disruptive characteristics.
Children with CD are stubborn and behave in a provocative and challenging way to any adult in a
position of authority over them. They can be physically aggressive, threatening and menacing, unlike
the child with ODD. Children with CD are likely to damage/destroy property, break the law in minor or
even more serious ways, extort money from people, lie, bully, cheat and steal. They have little capacity
to empathise with others, in particular with their victims. Children with CD will often require education
in a specialised setting with strict behavioural limits.

Children with CD do not respond well to counselling or psychotherapy, so behavioural management and
treatment is necessary and recommended. The level of disruption they cause in a classroom setting
means that many of them cannot attend mainstream education. The cause of CD is unknown, but it
appears that there maybe a disruption of the emotional and empathetic centres of the brain.

Attention Deficit Hyperactivity Disorder (ADHD)

It is broadly agreed that ADHD is a neurobiological disorder that affects some 5 to 7% of children and it
may have a genetic component. Children with ADHD have significant difficult focusing on tasks that
require sustained attention; have poor impulse control; are very distractable and often highly
overactive.

Portobello Institute 2013

Page 49

Special Needs Assistant Training

ADHD is commonly associated with other conditions such as specific learning disabilities, ODD, CD or
Tourettes Syndrome (a type of movement disorder). When more than one condition occurs in an
individual they are termed co-morbid.
Severe ADHD can be treated with medication, but all other options should be tried first. The medication
appears result in improved attention and concentration.

Causes and contributing factors of ADHD

Genetics
There is a strong hereditary link with ADHD like symptoms

Foetal development:
Premature babies have higher risk of ADHD like symptoms
Trauma/infection/complications during pregnancy can result in child being at risk for ADHD like
symptoms

Foetal exposure to drugs and alcohol:

Many children who were exposed during pregnancy to drugs and/or alcohol have a greater risk for
having ADHD like symptoms

Birth Factors which increase the risk of children having ADHD like symptoms are:

Prolonged or Induced Labor

Type of Delivery can have impact if sudden, or extremely long and slow delivery
Weight at birth if below five pounds a greater risk

Post birth factors:

Cranial bleed
Seizures
Concussion/coma

Portobello Institute 2013

Page 50

Special Needs Assistant Training

Abnormalities of brain structure
Frontal Lobe involvement

Lead poisoning

Related medical conditions which look like ADHD

Hypothyroidism
Seizures
Intellectual disability/Autistic Spectrum/Tourettes Syndrome
The disorder and its symptoms are chronic, meaning they affect an individual throughout life. The
symptoms are also pervasive , meaning they are a continuous problem and not just a response to a
temporary situation. The behaviours occur in multiple settings, rather than just one.
Current research supports the idea of two distinct characteristics of ADHD, inattention and/or
hyperactivity-impulsivity.

Inattention
Inattention is characterised by difficulty concentrating. Irrelevant thoughts, sights, and sounds seem to
get in the way of focusing and sustaining attention. As a result, the student often appears as if s/he is
not listening.

Performance varies depending on the nature of the activity the student is asked to complete. Students
may give automatic and effortless attention to things and activities they enjoy, but attending to the
details of planning, organising, and completing a task on time is difficult. Learning new things is difficult
as well. The student shows poor self-regulation of behaviour, i.e. s/he has difficulty monitoring and
modifying behaviour to fit different situations and settings.

Inattention/ Distractibility:
Doesn't seem to listen
Fails to finish assigned tasks
Often loses things

Portobello Institute 2013

Page 51

Special Needs Assistant Training

Can't concentrate
Easily distracted
Daydreams
Requires frequent redirection
Can be very quiet in classroom and missed

Hyperactivity
Individuals who are hyperactive seem unable to sit still. They squirm in their seats, roam around the
room, tap their pencil, wiggle their feet, and touch everything. They are restless and fidgety. They may
bounce from one activity to the next, trying to do more than one thing at once.

Hyperactivity/Over Arousal
Restlessness
"can't sit still"
Talks excessively
Fidgeting
"Always on the go"
Easy arousal
Unnecessary bodily movement

Impulsivity
Impulsive individuals have difficulty thinking before they act, e.g., hitting a classmate when they are
upset or frustrated. They may have difficulty waiting their turn, e.g. when playing a game.

Impulsivity/Behavioural Dis-inhibition:
Rushing into things
Careless errors

Portobello Institute 2013

Page 52

Special Needs Assistant Training

Risk taking
Taking dares
Accidents/injuries
Impatience
Interruptions

Statistics
ADHD affects 3 to 5 percent of all children. Intelligence is normal or even gifted. Boys are 2 to 3 times
more likely to be affected by the disorder than girls. ADHD often continues into adolescence, and
sometimes into adulthood. The specific cause of ADHD is still unknown.

Diminished proficiency in four executive functions due to ADHD

1. Prolongation: Holding AND evaluating events in working memory
2. Separation & regulation of affect: Splitting facts from feelings
3. Internalisation of language: Reflection, self-control, will power
4. Reconstitution: Break events into parts and reassemble into new ideas

Purposes of the four executive functions:

Self-regulation
Organisation of behaviours across time
Directing behaviour toward the future
Maximisation of future consequences
Increased control over the environment
Conforming the environment to self

Consequences of diminished proficiency in executive functions:

Deficient self-regulation of behaviour, mood, response

Portobello Institute 2013

Page 53

Special Needs Assistant Training

Impaired ability to organise/plan behaviour over time
Inability to direct behaviour toward the future
Diminished social effectiveness and adaptability

Autistic Spectrum Disorders

In accordance with the practice adopted by the Task Force on Autism (Department of Education and
Science, 2001), the term Autistic Spectrum Disorders (ASDs) is used in this fact sheet to denote disorders
exhibited by students with Autistic Disorder, students with Aspergers Syndrome (AS) and students with
Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS). The International Statistical
Classification of Diseases and Related Health Problems, Tenth Revision, (ICD-10) and the Diagnostic and
Statistical Manual of Mental Disorders, Fourth Edition, Text Revision, (DSM-IV-TR) are the two main
classification systems used in making an initial diagnosis of ASDs (World Health Organisation, 1994;
American Psychiatric Association, 2000). Both classification systems concur with Wing (1996) in adopting
a view of autism as a spectrum of autistic conditions that are disorders of development and not
psychoses.

Characteristics of Students with Autistic Spectrum Disorders and their Special Educational Needs
According to the Task Force on Autism, students with autistic spectrum disorders (ASDs) exhibit
qualitative impairments in reciprocal social interaction and in patterns of communication, and
demonstrate restricted, stereotyped and repetitive repertoires of interests and activities (Department of
Education and Science, 2001). These characteristics correspond to the triad of social interaction,
communication and imagination impairments identified by Wing and Gould in 1979. It has been
suggested that an added dimension related to sensory perception might also be added to the triad
(Autism Working Group, 2002a; Jones, 2002). The presence of these characteristics affects the manner
in which students with ASDs interact with and understand the world.

Social impairments include an apparent unresponsiveness to other people, treating people or parts of
people as inanimate objects, a lack of awareness of cultural norms or social perceptiveness, absence of
empathy with the feelings of others, atypical use of eye-contact and an unawareness of the concept of
shared attention which leads to joint referencing (Baron-Cohen and Bolton, 1993). Social impairments
affect relationships with others and impact significantly on the manner in which students with ASDs

Portobello Institute 2013

Page 54

Special Needs Assistant Training

arrive at an understanding of themselves and the world around them (Jordan, 2005). Students with ASDs
will therefore require direct teaching of social signals and conventions such as responding to their name
as an attention-alerting signal, turn-taking skills, the timing and dynamics of social-interactions, the
concept of sharing, the capacity to classify and respond to pertinent information and the modulating of
levels of arousal (Jordan, 2005).

Communicative impairments are characterised by an absence of meaningful communicative intent,

difficulties in interpreting verbal and non-verbal expressions and gestures, confusion with the semantic
and pragmatic aspects of language, speech patterns characterised by echolalia, metaphorical language,
neologisms and pronoun reversals (Baron-Cohen and Bolton, 1993; Jordan and Powell, 1995). Jordan
(1996) advises that students with ASDs need to be directly taught the purpose of communication and
the variety of ways in which we communicate such as gestures, eye signalling, facial expression and
body posture The teaching of conversational skills related to turn-taking, active listening, topic
introduction, maintenance and change should also form a central part of students education
programmes. The literal understanding of students with ASDs presents particular difficulties and a clear
and unambiguous language of instruction is required in all learning and teaching contexts.

Students with ASDs exhibit rigid thought and behaviour patterns, which may lead to obsessional
behaviours, repetitive interests and ritualistic play (Beyer and Gammeltoft, 2000). Sherratt and Peter
(2002) observe that students with ASDs seem to lack the urge to engage spontaneously in playful
behaviour and describe the rigidity of thought and behaviour as the antithesis of creativity. An
education programme for students with ASDs will need to include structured and purposeful
opportunities to develop creativity and imagination in order to provide a holistic and individualised
approach to learning and teaching (Sherratt and Peter, 2002).

Sensory and perceptual impairments can lead to an under or over sensitivity to noise, smell, taste, light,
touch or movement, fine/gross motor difficulties, poor organisational skills and difficulties in managing
the time and sequence of activities (Autism Working Group, 2002a; Jordan, 2001). Engaging in a risk
assessment that systematically addresses the sensory and perceptual sensitivities of students with ASDs
in relation to lighting, acoustical levels, heating and ventilation systems, classroom displays and
colouring assists in creating a supportive learning environment for students with ASDs. The use of clear
directional signs indicating specific areas of activity and the consistent use of visual timetables and work

Portobello Institute 2013

Page 55

Special Needs Assistant Training

systems assists in pre-empting the anxiety students with ASDs experience with the abstract and
temporal nature of time (Mesibov and Howley, 2003)

The atypical sleep and behaviour patterns experienced by some students with ASDs needs to be
consistently assessed and monitored in order to establish their impact on students learning and
teaching programmes (Autism Working Group, 2002a)

Additional Special Educational Needs arising from General Learning Disabilities

The behavioural and psychological characteristics associated with an assessment of ASDs results in
students exhibiting a style of thinking and learning that is clearly distinct from that of students who do
not have ASDs. Cumine, Leach and Stevenson (2000) observe that while students with ASDs have
features in common, they each have diverse individual profiles that necessitates an individualised
approach to meeting their needs.

The Report of the Special Education Review Committee (SERC Report) (Ireland, 1993) states that some
75% of children with ASDs are within the range of general learning disability in intelligence tests and
Peeters (1997) observes that 60% of persons with ASDs register with an intelligent quotient (IQ) under
50. It is acknowledged however that due to the nature of ASDs, it is difficult to secure a valid cognitive
assessment of an individuals particular level of cognitive functioning and research is ongoing to mitigate
the difficulties experienced by individuals with ASDs with IQ testing (Department of Education and
Science, 2001; Wolman, 2008). However it is clear from recent literature that the severity of ASDs and a
general learning disability form two separate dimensions, which must be considered when planning
programmes for students (Autism Working Group, 2002b; Jordan, 2001; Peeters, 1997).

The SERC Report outlines the special educational needs of students associated with an assessment of
mild, moderate and severe to profound general learning disability (Ireland, 1993). To the extent that IQ
may be used as an indicator of intelligence, students with a mild general learning disability are described
as having an IQ in the range of 50 to 70 on intelligence tests. Such students experience delayed
conceptual development, slow speech and language development, limited ability to abstract and
generalise, limited attention span and poor retention ability. A number of students may exhibit poor
adaptive behaviour, inappropriate or immature personal behaviour, low self-esteem, emotional
disturbance and poor fine and gross motor co-ordination.

Portobello Institute 2013

Page 56

Special Needs Assistant Training

Students with a moderate general learning disability are described as having an IQ in the range of 35 to
50 on intelligence tests. The special educational needs associated with a moderate general learning
disability include impaired development and learning ability in acquiring skills in relation to language and
communication, social and personal development, motor co-ordination, basic literacy and numeracy,
mobility, leisure and aesthetic pursuits.

On intelligence tests, students with a severe general learning disability are described as having an IQ in
the range of 20 to 35 and students with a profound general learning disability of having an IQ under 20.
Students with a severe to profound general learning disability are likely to be severely impaired in their
functioning in respect of a basic awareness and understanding of themselves and their environment.
The promotion of these students skills in relation to perceptual and cognitive development, language
and communication, self-care, fine and gross motor abilities and social and personal development
requires particular attention.

The National Council for Curriculum and Assessment (NCCA) has recently published a series of guidelines
to assist schools in meeting the needs of students with mild, moderate and severe to profound general
learning disabilities (National Council for Curriculum and Assessment (NCCA), 2007). These guidelines
are designed to be used in association with the primary/post-primary school curriculum in order to
promote curricular access through acknowledging and accommodating the special educational needs
arising from students particular levels of general learning disability as outlined in the SERC Report.

All students with ASDs benefit from accessing a broad, balanced, varied and relevant curriculum that
addresses the triad of impairments, accommodates the special educational needs of the student arising
from a general learning disability or other co-occurring difficulty, attends to developmental and adaptive
needs, addresses the management of behaviour that may interfere with learning, provides curricular
experiences that are concerned with the holistic development of each student and uses a range of
teaching methodologies and ASD-specific approaches.
A range of ASD-specific approaches has been developed to meet the learning and teaching needs of
students with ASDs. The findings of the Report of the Task Force on Autism concluded that there was no
definitive evidence that supported a particular intervention for all individuals with ASDs (Department of
Education and Science (DES), 2001). A child-centred approach to meeting the learning and teaching

Portobello Institute 2013

Page 57

Special Needs Assistant Training

needs of students with ASDs is advocated. A decision to use a particular approach should be based on an
in-depth knowledge of the child, what one wishes to teach and what the child needs to learn. A range of
ASD-specific approaches is provided in Table 1 below.

Table 1 Approaches commonly used with students with Autistic Spectrum Disorders
Interactive Approaches

Emphasis is placed on assisting the student in developing

relationships and engaging in reciprocal communication through
structuring naturalistic and incidental learning and teaching contexts.

Communicative Approaches

Students communication skills are specifically targeted, promoted

and developed through the use of approaches such as the Picture
Exchange Communication System (PECS), the Lmh manual signing
system, and/or the use of real objects, symbols, pictures,
photographs drawings and written words.

TEACCH

The Treatment and Education of Autistic and related Communication

handicapped Children (TEACCH) approach is based on the rationale
that students with ASDs progress better in structured rather than in
unstructured environments and incorporates a physical organisation
of the environment, visual schedules, work-systems and task
organisation.

Social Stories

Social Stories are designed to enable the student to cope with social
situations, which he/she finds difficult. They are visual, identify
relevant cues, provide easily accessible accurate information for the
student and describe expected behaviours. Role play and video may
be used to enhance this process.

Inclusion

Behavioural Approaches

Information and
Communication Technology
(ICT)

Inclusion is used as the learning medium and students are taught to

directly participate in activities with their non-ASD peers. Buddy
systems, circle of friends approaches and social stories are
successfully used to promote this process. The importance of
providing mainstream peers with accurate, age-appropriate, ASDawareness information in inclusive settings is stressed.
Behavioural approaches originate from Skinners work in the 1950s
and focus on modifying and shaping the students behaviour. The
behavioural techniques of reinforcement, shaping, promoting and
prompt-fading underpin the programme.
Computers have features that distinctively appeal to students with
ASDs. ICT may be used to support all areas of the curriculum and to
meet students needs associated with the triad of impairments
Concealing the computer and incorporating the computer in the
students daily work schedule are effective strategies for controlling
computer access.

Portobello Institute 2013

Page 58

Special Needs Assistant Training

Tips Particular of these Traits for Learning and Teaching

Impairments in Social Interaction

Students with ASDs are literal thinkers.
Students are confused by the rules that govern social behaviour.
Students require direct teaching in social skills.
It is necessary to structure opportunities for students to use social skills in different situations.
Be aware of the difficulties for students inherent in less structured situations such as break,
lunchtime, in the corridor and in transitions between lessons.
Use stories to teach social communication/interaction
Develop a buddy system with mainstream peers.
Directly teach jokes, puns and metaphors.

Impairments in Language and Communication

Students require support in understanding the purpose and value of communication.
Attention needs to be directed to teaching the social aspects of language (e.g. turn taking,
timing). Some turn taking activities may include board games, hitting a balloon back and forth,
telephone conversations, bouncing a ball back and forth etc.
Directly teach gestures, facial expression, emotions, vocal intonation and body language.
Use visual material and/or signing to support and facilitate students communicative initiations
and responses.
Provide precise instructions for students to follow.
Always refer to the student by name as he/she may not realise that everyone includes them

Portobello Institute 2013

Page 59

Special Needs Assistant Training

Unit Three Physical/Intellectual Disabilities
Learners should be able to:
1. Identify different forms of physical disabilities
2. Recognise the spectrum of intellectual disabilities/difficulties
3. Explain the role and function of the multi-disciplinary team when working with the child with a
physical or intellectual disability.
4. Discuss ways in which the work environment can be adapted in order to integrate the child with a
particular difficulty or disability
5. Demonstrate ways in which the specials needs assistant can be of benefit to the child with a specific
special need while in their care while under the direction of the classroom teacher
6. Use care routines in feeding, toileting and general hygiene
7.Assist children with disabilities in a range of activities, ensuring equality of opportunity through
working in a safe and professional manner

Physical disabilities

Children with disabilities such as cerebral palsy, Spina Bifida, muscular dystrophy, or children who have
been involved in accidents and suffered injury that has limited their locomotion or motor function
require special intervention and support to take part in mainstream education. The supports that
children with physical disabilities could require would include wheelchairs, special seating and/or
computer adaptive technology. The condition oral dyspraxia is included in this category as it interferes
with the childs ability to communicate verbally.

Physically disabled students are assigned frequently a Special Needs Assistant, who will provide feeding
and toileting care and help them to negotiate their physical environment so they can integrate into the
full life of the school.

Some children with physical disabilities may have intellectual disabilities also, but this is not always the
case.

Hearing Impairment

Portobello Institute 2013

Page 60

Special Needs Assistant Training

Children with hearing difficulties that affect their ability to hear and understand human speech or which
prevents them from taking part in classroom interaction and affects their learning will need support in
the classroom. They can also benefit from the specialist support services of a visiting teacher for the
hearing impaired. If the level of hearing impairment is particularly severe the child may attend a special
school for the hearing impaired, where staff are trained in sign language and other adaptive methods to
teach and facilitate the children. Advances in technology are allowing even children with severe hearing
impairment to take part in a mainstream school setting.

Visual Impairment
Children with severe visual disability will most probably have difficulty in a mainstream classroom.
There are special schools for children with visual disabilities. However, more children with serious visual
impairments are attending mainstream school and receive the specialist services of a visiting teacher for
the visually impaired.

Intellectual Disabilities/Difficulties
Depressive mental health issues are widespread. About one out of every seven people experience
depression, so there's a good chance that you or someone you know will have to deal with this problem.
Out of that total number of people with depressive mental health issues, it's thought that about 1% to
2% have bipolar disorder.

What Is Bipolar Disorder?

Bipolar disorder goes by many names
Manic depression,
Manic-depressive disorder
Manic-depressive illness
Bipolar mood disorder,
Bipolar affective disorder

Portobello Institute 2013

Page 61

Special Needs Assistant Training

Mental health professionals such as psychologists and psychiatrists use a manual called the DSM-!V
(Diagnostic and Statistical Manual of Mental disorders) to determine which type of bipolar disorder a
person has. The disorder is classified into four types
Bipolar 1
Bipolar 11
Cyclothymic Disorder
Bipolar disorder not otherwise specified

These names were determined because symptoms of the disorder vary in severity and presentation in
different people. By determining which type a person has, a doctor can tailor treatment to his/her
specific needs.

Bipolar disorder affects men and women equally. Doctors now realise that children can have bipolar, as
well as teens and adults. For many people, the first symptoms show up in their early 20s. Recent
research suggests that children and teens with bipolar don't always have the same behavioural patterns
that are often seen in adults. For example, children who have bipolar may experience particularly rapid
mood changes and may have other mood-related symptoms listed below, such as irritability and high
levels of anxiety, but they may not display other symptoms that are more commonly seen in adults.
Alcohol and drug abuse are often involved in bipolar. Some teens try to "treat" their condition this way,
often with disastrous results. Although getting high may make a teen feel better temporarily, alcohol
and drugs can make the symptoms of bipolar worse, as well as making diagnosis very difficult.

Because brain function is involved, the ways people with bipolar disorder think, act, and feel are all
affected. This can make it especially difficult for other people to understand this condition. It can be
incredibly frustrating if other people act as though the teen should just "snap out of it," as if a person
who is sick can become well simply by wanting to. This disorder isn't a sign of weakness or a character
flaw, but a serious medical condition that requires treatment, just like any other condition.

Signs and symptoms Bipolar is characterised by recurring episodes of mania (highs) and depression
(lows). These aren't the normal periods of happiness and sadness that everyone experiences from time

Portobello Institute 2013

Page 62

Special Needs Assistant Training

to time. Instead, the episodes are intense or severe mood swings, like a pendulum that keeps arcing
higher and higher.

Symptoms of mania include

Racing speech and thoughts
Increased energy
Decreased need for sleep
Elevated mood and exaggerated optimism
Increased physical and mental activity
Excessive irritability, aggressive behaviour, and impatience
Poor judgment
Reckless behaviour like excessive spending, rash decisions, and erratic driving
Difficulty concentrating
Inflated sense of self-importance

Symptoms of depression include the following

Loss of interest in usual activities
Prolonged sad or irritable mood
Loss of energy, fatigue
Feelings of guilt or worthlessness
Sleeping too much or inability to sleep
Drop in grades and inability to concentrate
Inability to experience pleasure
Appetite loss or overeating
Anger, worry, and anxiety

Portobello Institute 2013

Page 63

Special Needs Assistant Training

Thoughts of death or suicide

Episodes of mania or depression usually last for weeks or months, although they can be much shorter in
length. They may happen irregularly and follow an unpredictable pattern. Or episodes may be linked,
with a manic episode always following depression, or vice versa. Sometimes episodes have a seasonal
pattern. Mania in the spring, for example, may be followed by depression in the winter.

Between episodes, a person usually returns to normal (or near-normal) functioning. It can happen,
though, that there is little or no "break period" between these cycles. These mood swing cycles can
fluctuate slowly or rapidly, with rapid cycling much more common in women.

Causes The exact cause of bipolar disorder is unknown, but it is thought that biochemical, genetic, and
environmental factors may all be involved. It's believed this condition results from imbalances of certain
brain chemicals called neurotransmitters.

Their function is to send messages between the nerve cells and to the muscles. However, if the
neurotransmitters aren't in balance, the brain's mood-regulating system won't work the way it should.

Genetics also play a role in bipolar, which means that some people may have a genetic predisposition to
this condition. For example, if a close relative has bipolar, your risk of developing it is higher than in the
general population. (This doesn't mean, though, that you will develop it!) Researchers are now working
on identifying the gene or genes involved in bipolar disorder.
Environmental factors may also be involved. For some teens, stresses such as a death in the family, their
parents' divorce, or other traumatic events could trigger a first episode of mania or depression.

Right Hemisphere Brain Damage

Damage to the right hemisphere of the brain can lead to cognitive-communication problems, such as
impaired memory, attention problems and poor reasoning. In many cases, the individual with right brain
damage is not aware of the cognitive difficulties or communication problems that they are experiencing.
Causes
The causes of right hemisphere damage include:
Stroke

Portobello Institute 2013

Page 64

Special Needs Assistant Training

Traumatic Brain Injury
Surgery
Infection/Illness
Tumor

Characteristics
In most people, the language centers are in the left hemisphere, while cognitive functioning is often
housed in the right hemisphere. Cognitive-communication problems that can occur from right
hemisphere damage include problems with:
Memory
Organisation
Reasoning
Problem-solving
Orientation
Left-side neglect
Social judgment/pragmatics

Attention problems
Attention difficulties include problems concentrating on a task when there are distractions and paying
attention for more than a few minutes at a time. Performing more than one task at once may be difficult
or impossible.

Memory A person's memory may be affected; they may have difficulty with recall and may not be able
to learn new information easily.

Organisation
The problem with organisation includes:
The ability to sequence events e.g. when telling a story or giving directions.

Portobello Institute 2013

Page 65

Special Needs Assistant Training

Maintaining a topic while conversing with others.
Reasoning
Reasoning may also be impaired:
The person may not be able to interpret abstract language,
May not respond to humor appropriately.
Impaired problem-solving abilities.
Leaving the individual unsupervised may be dangerous in such cases, as they could cause injury to
themselves or others.
Orientation A person who has difficulty recalling the date, time, or place is said to have orientation
problems. The individual may also be disoriented to self, meaning that they cannot correctly recall
personal information, such as birth date, age, or family names.
Left-side neglect This is a form of attention deficit that may occur from right hemisphere damage.
Essentially, the individual no longer acknowledges the left side of their body or space. They will not
brush the left side of their hair, for example, or eat food on the left side of their plate, as they do not see
them or look for them. Reading is also affected as they do not read the words on the left side of the
page, starting only from midline.
Pragmatics
When we communicate we rely a lot on body language as well as the words we hear. When someone
has right hemisphere damage it can cause problems with pragmatics. The individual may ignore or
misinterpret nonverbal cues and lose the meaning of the message. They may also lack facial expression
when speaking ("flat affect") or speak in monotone or speak too rapidly.

Social judgment
Social judgment is impaired and the person may laugh at inappropriate times or say inappropriate things
without realising that they have done so.

Treatment
A speech-language therapist will work with the individual and develop a plan designed to improve the
individual's cognitive-communication abilities.

Advice for SNAs

Provide a consistent routine every day
Portobello Institute 2013

Page 66

Special Needs Assistant Training

Use calendars, clocks, and notepads to remind the person of important information
Decrease distractions when communicating
Stand to the person's right side and place objects to the person's right if they are experiencing
left side neglect
Break down instructions to small steps and repeat directions as needed
Ask questions and use reminders to keep the individual on topic
Avoid sarcasm, metaphors, when speaking to the individual
Provide appropriate supervision to ensure the person's safety
Foetal Alcohol Syndrome
Foetal Alcohol Syndrome (FAS) are a series of birth disabilities related to alcohol. FAS is a pattern of
mental and physical problems that may occur in some children whose mothers drank alcohol during
pregnancy. While the baby is developing in the mother, alcohol the mother drinks is passed to the
developing child.
Foetal Alcohol Syndrome (FAS) is often referred to as:
Foetal Alcohol Syndrome (FAS) or
Foetal Alcohol Effects (FAE), and
Other Alcohol-Related Birth Defects (ARBDs)

Foetal Alcohol Spectrum Disorder is now regarded as one of the leading causes of intellectual
impairment in the US. FAS is entirely preventable. If a woman of childbearing age does not drink when
she could become pregnant or is pregnant, her child will not have FAS. Currently, it is estimated that
Foetal Alcohol Syndrome (the most severe form) is seen in 0.2 to 1.5 per 1,000 live births in the U.S.

Children diagnosed as having FAS have lifelong behavioural, intellectual and physical difficulties. Not all
babies and children are affected the same way and the severity of symptoms is characterised along a
spectrum of mild to severe problems. Some children may show no effects, while others may have severe
learning difficulties and physical abnormalities. Children will not outgrow FAS, but the types of problems
will change as the child grows older and faces new developmental challenges.

Portobello Institute 2013

Page 67

Special Needs Assistant Training

Drinking during any stage of pregnancy may cause FAS or FAE. The more frequently alcohol is used, the
higher the risk to the baby. Binge drinking increases the risk of birth defects. To be safe, it is best if
mothers avoid any alcohol if they think they may be pregnant. Some studies suggest that fathers who
drink heavily just before the conception of the baby may adversely affect the baby, but the research is
not definite

Characteristics Foetal Alcohol Syndrome and Foetal Alcohol Effects are characterised by a series of
physical impairments, as well as cognitive or intellectual difficulties.

Alcohol-exposed children typically show:

Physical indications
Low birth weight and continued small size until puberty, when catch-up growth is common
Heart and skeletal abnormalities

May have unusual facial features:

Low set ears
Flattened mid face
Small eye openings
Drooping eye lids
Thin upper lip
Wide nose bridge
Absent or flat groove between the nose and upper lip

Central nervous system damage

Small head circumference
Structural abnormalities of the brain

Cognitive development may be delayed

Portobello Institute 2013

Page 68

Special Needs Assistant Training

memory problems include difficulty learning and remembering information
working memory ability may be less than chronological (actual) age
learning difficulties at school age, better in reading and language, often poorer in maths
can include mild learning disabilities (IQ under 70) or low intelligence (IQ 70 to 85)
facts and figures (concrete operations) move on to thinking (analytical) skill

Impaired motor development

Delays in fine motor skills, such as holding objects
Poor gross motor skills, such as walking or running
Hand tremors

Medical problems
Such as ear infections,
Allergies,
Asthma
Weak at sucking and grasping a nipple in infancy
Decreased appetite
Difficulty retaining food
Mouth instead of nose breather
Sleeping problems, such as trouble going to sleep and short periods of restless sleep.

Visual/spatial skills
Poor perception of visual information
Difficulty understanding spatial relationships

Trouble planning and organising

Difficulty remembering several steps of a task
Portobello Institute 2013

Page 69

Special Needs Assistant Training

Cant remember order of steps

Auditory Processing
Unable to understand some sound sequences

Judgment/behaviour problems
Failure to learn from experience
Does not develop logical approach to problems

Attachment disorder
Indiscriminate attachment to people or objects
Failure to attach to people or objects

The type and extent of disability will vary based on the time and length of exposure, as well as individual
differences in the child.

Diagnosis The diagnosis of Alcohol Related Birth Defects involves a comprehensive assessment by a
group of professionals trained to differentiate between foetal alcohol syndrome and other disorders.
The physical signs may include small head size, small in height, very low weight, common facial
characteristics. (round flat face)

Medical doctors can document head size, height, weight, and other related indicators, as well as help
with associated minor medical problems. However diagnosis should be made by a Dysmorphologist.
Typically, this is a medical doctor who has received specialised training in recognising the
dysmorphology seen in children with FASD. This professional may also have specialised training in
genetics, developmental pediatrics, neurology, or psychiatry.

Tourette Syndrome
Gilles de la Tourette syndrome (Tourette Syndrome or TS) is a neurological disorder which becomes
evident in early childhood or adolescence between the ages of 2 and 15 years. Tourette syndrome is
defined by multiple motor and vocal tics lasting for more than one year. Many people have only motor

Portobello Institute 2013

Page 70

Special Needs Assistant Training

tics or only vocal tics. The first symptoms usually are involuntary movements (tics) of the face, arms,
limbs or trunk. These tics are frequent, repetitive and rapid. The most common first symptom is a facial
tic (eye blink, nose twitch, grimace), and is replaced or added to by other tics of the neck, trunk, and
limbs.

These involuntary (outside the patient's control) tics may also be complicated, involving the entire body,
such as kicking and stamping. Many people report what are described as premonitory urges -- the urge
to perform a motor activity. Other symptoms such as touching, repetitive thoughts and movements and
compulsions can occur.

There are also verbal tics. These verbal tics (vocalisations) usually occur with the movements; later they
may replace one or more motor tics. These vocalisations include:
Grunting,
Throat clearing,
Shouting
Barking
The verbal tics may also be expressed as
Coprolalia (the involuntary use of obscene words or socially inappropriate words and phrases) or
Copropraxia (obscene gestures).
Despite widespread publicity, coprolalia/copropraxia is uncommon with tic disorders. Neither echolalia
(echo speech) or coprolalia/copropraxia is necessary for the diagnosis of Tourette syndrome. All patients
have involuntary movements and some have vocalisations. Echo phenomena are also reported,
although less frequently. These may include repeating word of others (echolalia), repeating ones own
words (palilalia), and repeating movements of others.

Although the symptoms of TS vary from person to person and range from very mild to severe, the
majority of cases fall into the mild category.
Associated conditions can include
Attentional problems (ADHD/ADD),
Impulsiveness (and oppositional defiant disorder),

Portobello Institute 2013

Page 71

Special Needs Assistant Training

Obsessional compulsive behaviour, and learning disabilities.

There is usually a family history of tics, Tourette Syndrome, ADHD, OCD. ASD and other tic disorders
occur in all ethnic groups. Males are affected 3 to 4 times more often than females.

Most people with TS and other tic disorders will lead productive lives. There are no barriers to
achievement in their personal and professional lives. People with TS can be found in all professions. A
goal of TSA is to educate both patients and the public of the many facets of tic disorders. Increased
public understanding and tolerance of TS symptoms are of paramount importance to people with
Tourette Syndrome.
Advice for SNAs
Educational success often is dependent on the student experiencing school as a safe environment in
which to take risks. Therefore, a SNA who can provide positive supports will assist the student in being
successful which will provide a sense of safety that encourages risk taking by that student. The following
are some suggestions for creating this environment.

The student must know that the SNA is "On his/her side and not on his/her back". The goal should be
that the child sees this person as someone who provides appropriate supports and acts as a safety
net. He/she should not perceive this person as someone who is there to correct and/or punish him/her.
If the student thinks that the purpose of the SNA is to keep him/her "in line", the result will most likely
be increased stress. Increasing stress will increase symptoms, while decreasing stress typically helps to
reduce symptoms. Reduced symptoms will, in most instances, help to reduce any behavioral difficulties
that may be interfering with the educational process. TS is an extremely complex neuro-behavioural
disorder and can involve several other related disorders (ADHD, OCD, Sensory Issues, Processing delays,
Social skills).

Due to this, it is sometimes helpful for support personnel to consider the students difficulties as
symptoms of his/her disability rather than JUST tics. For example, inhibiting behaviours can be very
difficult for a student with TS. Simply put, the students mental brakes may malfunction. This can result
in behaviours that seem to be purposeful, when in realty they are symptoms of this complex disorder.
Inappropriate remarks may be a combination of three common symptoms of TS:
Social skills deficits,

Portobello Institute 2013

Page 72

Special Needs Assistant Training

Difficulty inhibiting mental responses
Vocal tics.

It is a good idea for the school to provide the SNA time to meet with a teacher, a consultant teacher
and/or counsellor on a regular basis. This allows them an opportunity to receive support, to ask
questions, to brainstorm and to have a place to vent the frustrations that may arise. It also provides an
opportunity for the SNA to be reminded of the important role they play regarding the success of the
student.

In this instance it is preferable to have the SNA work with other students when the student with TS does
not require assistance. In this way, the SNA will be perceived as an assistant to the entire class which will
lessen the possibility of the student with TS being stigmatised. Prior to working with the student, the
SNA should be provided information regarding TS and educated as to how specific symptoms of the TS
and/or related disorders affect this student. It is important that everyone understand that while a
students difficult behaviours may appear to be purposeful, in reality they are very likely symptoms of TS
or related disorders. Also students, at times are able to suppress symptoms, the severity waxes and
wanes, and symptoms change. All of these add to the appearance of control on the student's part

Suggestions for SNAs:

Do not take behaviours personally. This will help reduce anger and frustrations which can result in a
strained relationship that is not helpful to the student.

Recognise the student's talents and strengths. They can sometimes be a resource for discussion and
assist in developing a positive relationship as well as good self-esteem. They may also sometimes be
used as a distraction or as a calming strategy.

Be aware that behavioural modification techniques and negative consequences are not typically
effective approaches for students with TS. Because symptoms of TS appear to be within the control of
the child, it is easy to believe that negative consequence will be an incentive for them to change the
behavior. However, punishment generally does not work because the student's difficult behaviours are
due to a chemical imbalance in the brain and, as such, are not purposeful misbehaving, even thought

Portobello Institute 2013

Page 73

Special Needs Assistant Training

they may appear that way. Instead, strategies or new skills must be taught with the SNA providing
positive and proactive support that will reinforce these new strategies and skills.
By being "tuned in" to the student's needs, a SNA can assist in developing and implementing proactive
and positive strategy as part of the childs behaviour plan.

The SNA is often the best person to observe whether specific strategies are successful or not. Be
available to the student without hovering over his/her shoulder. This can be accomplished by allowing
the SNA to assist other students if allowed while also recognising and providing appropriate assistance
to the student with TS as needed. Working with other students, develops an environment of normality
and reduces the appearance that the student with TS is the only one in need of occasional assistance.
Having an extra adult in the classroom that can provide extra support to other students may make it
possible for the teacher to more frequently provide the 1:1 attention the student with TS may require.
Much success has been experienced when providing a SNA for a student who has social skills deficits.
The SNA is able to work in conjunction with the counselor or the speech therapists by reinforcing
techniques that have been taught during individual or group sessions. It is important to know when to
step back to allow interaction with other students. While in many cases a SNA is helpful in
discouraging teasing and bullying, it is also important to remember that typical interaction with peers is
important.

A SNA should never take on the role of advisor or therapist for the student. Students with TS may
require counseling support but it must be from a person trained as a counselor and is familiar with TS. A
childs emotional well-being is fragile and a well-intended remark can sometimes affect a student in a
manner that is not planned. It is important that the SNA keep in mind that his/her role is to provide
educational assistance and not counseling. Example: A SNA was repeatedly telling a young boy with TS
that if he continued to say bad things that s/he would never have any friends. The SNA was
attempting to provide the student with an incentive to change his behavior when in reality she was
adding stress and a sense of hopelessness for the student who had uncontrollable vocalisations.

There may be situations where it works well to have the same SNA work with a student year after year.
Other times, it may be necessary to rotate SNAs if the student and/or the SNA loses the sense of
boundaries necessary for the relationship to foster educational independence. This should not be seen
as failure - only that the situation needs to be changed for the well being of the student.

Portobello Institute 2013

Page 74

Special Needs Assistant Training

For children with mood or rage issues, the SNA can often recognise an increase in frustration or anxiety
and assist in implementing the positive and proactive support that assist the student. A debriefing
session the last 5-10 minutes of school MAY be invaluable in assisting with the school/home transition.
Some students work hard to keep it together during the school day. It may be helpful for the teacher
or SNA to privately ask the student to tell them one thing that was stressful today and one thing that
was successful. This can be very helpful to some students as it allows them an opportunity to validate
their difficulties as well as accomplishments for that day. It must be noted that symptoms and
difficulties vary dramatically from student to student and one must never generalise one student's
difficulties, symptoms or successful strategies to be representative of all student with TS. This is a
common mistake that can have a devastating outcome. Remember, the only thing that is consistent
about TS is the inconsistencies.
Selective Mutism
Selective mutism is a disorder of childhood where there is a constant lack of speech in at least one social
situation, despite the ability to speak in other situations. Onset of usually occurs before a child is 5 years
old. It is usually first noticed when the child enters school.

Occurrence
Selective mutism is a rare disorder that affects fewer than 1% of individuals in mental health settings. It
is slightly more common in girls than in boys.

Symptoms
features include:
Consistent failure to speak in specific social situations (in which there is an expectation for
speaking, e.g., at school) despite speaking in other situations.
The disturbance interferes with educational or occupational achievement or with social
communication.
The duration of the disturbance is at least 1 month (not limited to the first month of school).
The failure to speak is not due to a lack of knowledge of, or comfort with, the spoken language
required in the social situation.

Portobello Institute 2013

Page 75

Special Needs Assistant Training

The disturbance is not better accounted for by a Communication Disorder (e.g., Stuttering) and
does not occur exclusively during the course of a Pervasive Developmental Disorder,
Schizophrenia, or a Psychotic Disorder.
Children with selective mutism are almost always given an additional diagnosis of an Anxiety
Disorder (especially Social Phobia)
Associated Features and Disorders
A number of different psychological and personality features have been associated with selective
mutism
Excessive shyness,
Fear of social embarrassment,
Social isolation and withdrawal
The persistent failure to speak in particular social situations is the symptom of selective mutism.
There are different degrees of severity for both verbal and nonverbal communication. The
severity also may vary from setting to setting. Children with selective mutism usually do not
have speech or language problems; but may have an associated communication disorder (e.g.,
articulation or phonological disorder, receptive or expressive language disorder).
Specific Learning Disabilities/Difficulties (SpLD)

ADHD/ADD
Dyslexia
Aspergers
Dyspraxia

Introduction
In Ireland the area of specific learning disabilities or difficulties (the different terms are often confused)
include the four main areas of ADHD, Aspergers, dyspraxia and dyslexia. This grouping is not the same in
other countries eg UK has dyslexia, dyspraxia , dysgraphia and dyscalculia named as the Specific Learning
Difficulties.

This unit will give you an overview into the different areas categorised as specific learning disabilities.
Learning Disabilities

Portobello Institute 2013

Page 76

Special Needs Assistant Training

What is a learning disability?
The term Learning Disability covers a wide range of conditions, abilities and needs. The person who has
a learning disability may need help to understand and make sense of things, or physical support for their
everyday life.

The range of abilities that come under this term can vary greatly from one person to another, from mild
to complex and can include sensory, physical or mental health needs too.

Confusion about learning disabilities

Widespread confusion surrounds what constitute learning disabilities, even among professionals to
whom the public is likely to turn.
95% of parents surveyed would seek professional or medical help if their child was identified
with a learning disability.
72% would go to a doctor,
70% would go to their school administration,
64% would go to their childs teacher,
50% would go to the library.(Roper Starch Survey, 1995)
However, studies indicate that most of these sources are ill-prepared to handle such inquiries,
the majority of people surveyed are misinformed about conditions related to learning
disabilities. Over 80% misidentify intellectual impairment and autism as conditions associated
with learning disabilities.
Learning Disabilities Defined
The term "specific learning disability" describes a neurobiological disorder in which a persons brain
works or is structured differently.

Because their minds process words and information differently, people with learning disabilities have
difficulties learning in the traditional way and this creates a gap between ability and performance.
Specific learning disabilities interfere with a persons ability to think and remember. This can affect their
ability to speak, listen, read, write, reason, recall, organise information and do maths.

People with learning disabilities have normal or above average intelligence.

Portobello Institute 2013

Page 77

Special Needs Assistant Training

Learning disabilities should not be confused with other disabilities such as autism, deafness, blindness or
behavioural issues.

Attention Deficit/Hyperactivity Disorder (ADHD) and learning disabilities often co-exist, but the disorders
are distinct and separable.

Many children have difficulty learning but not all of them receive a learning disability diagnosis.
"Learning disability" is a term referring to a set of specific, definable and diagnosed problems. The term
"learning differences" includes the many children who struggle in school but may test below the
threshold for a diagnosed learning disability. Children with specific learning disabilities can reach their
full potential when provided with early identification, proper instruction, compensation strategies and
motivational support.

The prevalence of learning disabilities

Learning problems such as dyslexia affect at least 10 million children, or approximately one in five
children. While 15% of the population are thought to have learning disabilities, but many go untreated
due to lack of diagnosis. 60% of adults with severe literacy problems have undetected/untreated
learning disabilities. Deficits in reading are the most prevalent condition associated with learning
disabilities. Among students with special education needs, more than 80% are identified with this
condition. (Lerner, 1997) Learning disabilities often run in families.

Social ramifications of learning disabilities

35% of students with learning disabilities drop out of schoolnearly twice the rate of students
without learning disabilities.
30% of adolescents with learning disabilities will be arrested three to five years out of high
school. (Wagner, M et al 1993)
The rate of unemployment for students with learning disabilities two years out of school is twice
that of students in the general population.
Nearly 60% of adolescents in treatment for substance abuse have learning disabilities.(Hazelton,
1994)

Portobello Institute 2013

Page 78

Special Needs Assistant Training

Learning disabilities and substance abuse are the two most common obstacles keeping welfare
recipients from achieving stable employment. (OIG,1992)
Previously undetected learning disabilities have been found in 50% of juvenile delinquents.

The prevalence of learning disabilities

Learning problems such as dyslexia affect at least 10 million children, or approximately one in five
children. While 15% of the population are thought to have learning disabilities, but many go untreated
due to lack of diagnosis. 60% of adults with severe literacy problems have undetected/untreated
learning disabilities. Deficits in reading are the most prevalent condition associated with learning
disabilities. Among students with special education needs, more than 80% are identified with this
condition. (Lerner, 1997) Learning disabilities often run in families.
Social ramifications of learning disabilities
35% of students with learning disabilities drop out of schoolnearly twice the rate of students
without learning disabilities.
30% of adolescents with learning disabilities will be arrested three to five years out of high
school. (Wagner, M et al 1993)
The rate of unemployment for students with learning disabilities two years out of school is twice
that of students in the general population.
Nearly 60% of adolescents in treatment for substance abuse have learning disabilities.(Hazelton,
1994)
Learning disabilities and substance abuse are the two most common obstacles keeping welfare
recipients from achieving stable employment. (OIG,1992)
Previously undetected learning disabilities have been found in 50% of juvenile delinquents. Once
remedial services are provided, this populations recidivism rate drops to just 2%. (Lerner, 1997)

How do you know if a child has a specific learning difficulty?

Children with SpLD may also answer yes to many of these questions:
Do you struggle in school?
Do you think you should be doing better than you are in school?

Portobello Institute 2013

Page 79

Special Needs Assistant Training

Is reading harder for you than it should be?
Does your head think one thing but your hand writes something else?
Is writing slow and tedious for you?
Do you make spelling and grammatical errors when you write?
Are you having difficulty with maths?
Is it hard for you to keep your notebooks and papers organized? Do you end up losing or
forgetting them?
Dyspraxia
Dyspraxia, sometimes known as Developmental Coordination Difficulties (DCD) is now much more
widely recognised, and there is a greater awareness of its impact on pupils achievements in school.
Approximately one in 20 children have this condition, with boys affected four times more frequently
than girls. Many children with generalised learning difficulties, dyslexia and ADHD also have
coordination difficulties, which makes a significant impact on achievements in school, confidence and
self-esteem.
Dyspraxia is an impairment, or an immaturity in the way the brain processes information. It affects
coordination of movement, speech and thought, colleagues may not be as aware of implications for
teaching and learning; many people think of dyspraxia simply as clumsiness, when in fact there are
other important issues to bear in mind.

There are many schools now where intervention programmes are making a big difference to children
with dyspraxia (friends can take part too!). Often run before lessons in the morning, they provide a
positive start to the day and seem to help with focusing children as well as having a positive effect in the
longer term, on their balance, coordination and language processing.

Information for colleagues In some cases, dyspraxia is not identified until a child starts nursery or
school, and for some children it is only when they reach secondary school that difficulties with
organisation become an issue and they find they cant cope very well. In these cases, low self-esteem
can follow, often accompanied by behavioural difficulties. It is vital, therefore, that schools and early
years settings are able to identify under-development in this important area and put in place
appropriate interventions where necessary.

Look out for pupils who have difficulties with:

Portobello Institute 2013

Page 80

Special Needs Assistant Training

throwing and catching
dance or music and movement
manipulating small objects (Lego, jigsaws)
threading needles
using scissors
getting dressed and undressed
using cutlery, ruler and setsquare
handwriting
organising themselves and their work
sequencing
laterality (knowing left from right)
following multiple instructions.
Pupils may also have poor posture and limited body awareness, moving awkwardly and seeming
clumsy; this can be especially noticeable after a growth spurt. They may also tire more easily
than other children.
Teachers and SNAs can help by being sensitive to a pupils limitations and considering how to provide
the best chances of success. In PE, for example, positioning can make a big difference. In the classroom,
it is often writing that presents the most obvious problems, think about: the pupils sitting position: both
feet on the floor, table and chair height appropriate, sloping writing surface may help

anchoring the paper or book to the table to avoid slipping, providing a cushion (an old magazine, used
paper stapled together) to write on the writing implement the grip (try different sizes of pen and
pencil and various types of grips available); avoid the use of a hard-tipped pencil or pen
providing opportunities for practising handwriting patterns and letter formation
providing guide-lines to keep writing straight
limiting the amount of writing required by providing ready-printed sheets or alternative means
of recording
using overlays and Clicker grids
teaching keyboard skills and providing alternative keyboards.

Portobello Institute 2013

Page 81

Special Needs Assistant Training

Parents and pupils A child who is dyspraxic, clumsy, unable to balance, run, cycle or manipulate small
fastenings may have a poor sense of balance (vestibular sense). This lack of coordination can arise when
a childs innate need for movement (on all three planes) is not met. The child who spends his day in a
car seat or stroller and misses out on the traditional rough and tumble of childhood may not integrate
the multi-sensory perceptions necessary for the development of coordinated movements. Good shortterm memory, attention, concentration and reading and writing skills may also be adversely affected.
Its important for parents (and parents-to-be) to understand about the need for babies and toddlers to
experience a range of movements swinging and rocking backwards and forwards, side-to-side, up and
down, circular and diagonal movements. They need to know about a variety of activity songs, games and
rhymes which promote these movements.

When a child starts school, difficulties may arise which were not particularly noticeable at home, below
is a checklist of steps that can help. For example: buy shoes with Velcro, not laces or buckles
choose loose clothing with large buttons and buttonholes; stretchy, easy-fit socks; t-shirts and
sweatshirts with generous openings for pulling on and off over the head
provide clothes with a definite front and back
practice dressing and using fastenings at home
play with sorting games and jigsaws
play ball games (rolling to start with, progressing to throwing and catching
over small distance with large ball, etc.)
talk about directions and positions: right and left, in front of and behind play a game with a toy
(put Teddy behind the chair, under the table etc.)
provide colouring pens, pencils, crayons and encourage them to draw, colour in and write.

Portobello Institute 2013

Page 82

Special Needs Assistant Training

Unit Four - Communication and personal and professional development
Learners should be able to:
1. Explain the importance of communicating effectively and appropriately with children with varying
disabilities
2. Demonstrate the uses of verbal and non-verbal communication skills within the work setting
3. Display a knowledge of different barriers to effective communication when dealing with children with
specific needs
4. Maintain appropriate relationships with all members of multidisciplinary team
5 .Discuss in detail the range of language and communication difficulties/disabilities with which children
may present while in the work setting
6. Reflect on personal practice working with children, their parents or guardians and colleagues ensuring
that childrens individuality is promoted and that their needs are met.
.

Portobello Institute 2013

Page 83

Special Needs Assistant Training

What are Speech, Language and Communication Needs?
Try to imagine...
being unable to read this.
being unable to tell someone else about it.
being unable to find the words you wanted to say.
opening your mouth and no sound coming out.
words coming out jumbled up.
not getting the sounds right.
words getting stuck, someone jumping in, saying words for you. not hearing the questions.
not being able to see, or not being able to understand, the signs and symbols around you.
not understanding the words or phrases.
not being able to write down your ideas.
being unable to join a conversation.
people ignoring what you are trying to say; feeling embarrassed; and moving away
SECTION
Disabled people who were born with a communication impairment, usually have years of experience of
their communication impairment and its effects on other people, so they know how to handle
themselves but they know that other people new in their life may be feeling anxious.

People know theres something really embarrassing for the new person about not being able to
understand someone immediately. Try to relax and remember: they are used to people like you, it isnt
embarrassing for them, and they wont be feeling irritated with you for not understanding them. Its
ignoring, patronising, talking about rather than to the person, and generally underestimating the person
that gets people angry and frustrated. People with communication impairments welcome other people
trying to understand what they want to say. It might help if you start by thinking about people with
communication difficulties as people with a whole range of communication strengths. There is not just
the use of speech, or people might make speech sounds but it is hard for new people to get what is
meant initially.
some people do not use speech at all or communication equipment
some people do not use speech, but use communication equipment
some people use recognisable sounds you will get used to understanding
some people use speech which is hard to understand if you are not tuned in

Portobello Institute 2013

Page 84

Special Needs Assistant Training

some people use sounds
some people use eyes or facial expressions
some people use our limbs
some people use pictures or symbols (PECS, Bliss symbols)
some people can spell and read
some people cannot spell or read.
All people have a yes, a no, a maybe and a dont know of some kind. Shouting at a person does not
work, volume is not the issue. A few people might use sign language, though this is rare in people with
physical impairment as it often difficult to make the signs. People do not need to sign unless there is
also a hearing impairment. But it might be necessary or helpful at some point to learn one of the sign
languages. It is also important to remember that many people are affected by fatigue. It is hard work
making yourself understood in a speech-dominated world. So peoples strengths may vary as the day
goes on.

The Good Practice Guide

There are many different sorts of communication equipment, for example, boards or books with letters
and/or symbols; computers; voice output communication aids (electronic aids which produce
synthesised speech).
There are many publications and useful leaflets for those working with people who use Irish Sign
Language and LAMH organisations publish information about working with those who use ISL and or
LAMH

Hi-tech Communication Aids

Disabled people with communication needs welcome the development of hi-tech aids, like VOCAs (voice
output communication aids) or computer-assisted systems. Sometimes, however, they can be more
frustrating than helpful they can be quite hard to learn and when they break down and can be difficult
to get repaired. Sometimes they can only be used if the person uses a particular wheelchair or seating
arrangement. People can wait for weeks for someone to sort things out. It may be part of your job to
learn the basics of a machine, and about anything else the person needs to use it. You may also have to
keep hassling to get someone to come in and fix it, and chase them up. That would all be part of their
communication rights. Anything that is part of disabled peoples communication strengths, including the
ability and willingness to use technology, is part of their communication rights. Therefore it is likely to be

Portobello Institute 2013

Page 85

Special Needs Assistant Training

part of your job as a personal/support assistant to facilitate people in using that strength. This may
involve getting some extra training so you know a bit about how to use the machine and whether it is
working properly or not and who to contact if it isnt. It will also be important that people have access
to communication equipment when they need it so you will need to make sure they have it to hand
and that it is not hidden away in a cupboard. Sometimes communication systems that non-disabled
people use, like email and text messaging, will be an important way of communicating for us and it will
obviously be important that we have any help we need to use these things. It must also be remembered
that not all people like to use or want to use VOCA. People who have acquired communication
impairments can find it degrading and de personalizing, as they had previously been able to use their
own voice. Likewise other people with communication impairments may also object strongly to using
artificial voices, sometimes due to the type of voice, which are mainly American accents. There is new
technology coming on the market all the time including different styles and accents. This type of aid is
very expensive and not everyone can afford to buy one.

Low-Tech Aids
So-called low-tech communication aids are anything that doesnt require a battery or electricity supply
to operate it. They are often more useful than high-tech aids because, they can be used in more
situations. Books with symbols, pictures and/or words are one example, alphabet boards are another.
Again, you will need to become familiar with the particular communication aid and also make sure it is
to hand when needed. You will probably also need to work on updating it from time to time when the
opportunity

of

doing

new

things

and

meeting

new

people

comes

about

then

new

words/symbols/pictures in our communication aid will need to be added. Few people will rely on only
one method to communicate, however. Everyone uses a mixture of gestures and body language and
maybe sounds and eye pointing. Some people will use speech which might need interpreting and also
communication aids. The important thing is that you give the assistance needed to use all of the
available methods of communication whether it is through interpreting body language and speech, or
helping people use a communication system.

Good Facilitation
Someone who gets to know the person very well
This person will get to know the different methods of communication. But remember that there can be
dangers here. First of all confidentiality. If someone new cant understand the person, the people who

Portobello Institute 2013

Page 86

Special Needs Assistant Training

have worked with the individual for a while might pass on information to fill them in, sometimes they
would rather keep some information to themselves. Secondly, some people can get stuck in a rut, and
be lazy about what they are trying to communicate. You might assume things, which limits the persons
choice and control. So although it is good to build up a long-term relationship with a personal assistant,
it is also good to have a fresh approach, and always set time aside for a review of how things are going
Otherwise however well you think you know the person you may be missing something vital. Another
problem about relying on just one assistant who knows you well is what happens when they are not
around? And how would you feel if only one person really communicated with you, as opposed to just
passing the time of day? It is not fully fulfilling the persons rights if our communication has to be limited
to those occasions when one or two particular people are on duty. The person providing support needs
to be respectful and treat the person as an equal to you in terms of our intelligence and expectations
this is an excellent start to communicating with a person with communication impairment. You will have
a few problems at first but with time and practice your ability to understand and provide the correct
type of support will grow. Someone who recognises that it is the persons right to communicate, and
that they are responsible for facilitating that right will be doing a good job. This means not giving up on
the task or leaving it to someone else, and this may mean putting a lot of effort in to chase things up,
like broken equipment, or creating new communication materials, like boards, books, photos and so on,
or helping to research new aids and equipment. Someone who looks at the skills they already have. You
may already be a very good listener for example, and you probably have many other relevant skills you
have already used in other jobs or in your everyday life, which you will find you can build on in this work.
Some skills might be ones you can learn from the individual ask the person about their skills and
strengths.

Someone who can interpret exactly what is being said makes a huge difference. Its one thing to
understand the person when they are at home, discussing their everyday needs, like what to wear, eat
or drink. It gets more complicated when out and about participating in the community, coming across a
wider range of people, most of whom wont have a clue what is being said or how to behave/react
towards the person. They might want you then to interpret for them (depending on the situation). Put
at its most simple although it isnt always simple for you to do the person just needs you to say what
they are saying (not what you think they should be saying, or would if they could, nor filling in with your
own ideas, or your memories of things they have told you in the past). In other words, you would be a
kind of interpreter the same as for people who use sign language or speak a foreign language. For

Portobello Institute 2013

Page 87

Special Needs Assistant Training

example, in a shop where the person wants to look at a range of goods, you might have to listen to what
they are communicating and then say to the shop worker: She said, I want to look at some black skirts
in a size 12 please. Another example: a meeting or a course where the person is consulting with others
in a group. You might not sit next to the person, but maybe, opposite, to do this work. You might have
to say something like, John says, I dont agree with that point and I think it would be better to change
the lunch arrangements so that we can get home before it is dark. The point is that you should tell
others exactly what has been said and not change or add to it in any way.

Someone Who is Flexible and Sensitive to Situations

Some people might use technology in one kind of situation and not in others. You might facilitate
someone who uses icons and signs, or pictures in one type of situation, and who relies on body language
or eye pointing in another context. You will need to discuss with the person what techniques they want
you to use in each context. Occasionally something can be prepared with you in advance, for example; a
meeting, which you might be asked to read out at, especially if we are getting fatigued. Or you might be
asked to assist with a particular piece of equipment.

Someone Who Consults

Most social situations are places for spontaneity and you cannot altogether predict what kind of
communication context you might get into. So flexibility and consultation is important. You need to be
sensitive and creative, always thinking about what human/civil right the person is trying to achieve and
how you can facilitate this. If something doesnt work out, you need to be open to discussing it, and
creative in finding new solutions with the person.

Tips for Facilitating Communication

Here are some tips for personal assistants and support workers:
Ask how the person prefers communicating and what you need to do.
Other people may have told you about the persons communication needs before you start working
with the person but you will still need to check things out with the person directly.
Dont just go on what other people have told you consult with the person.
Slow down and listen.

Portobello Institute 2013

Page 88

Special Needs Assistant Training

Pay attention to body language and facial expression this may tell you about what the person is
feeling and what they are trying to convey, whether they have something to say, whether they have
finished communicating, and so on.
Eye contact and being in the right physical position can be very important for both of people.
Dont be frightened by sounds or movements that they may make they may be unusual but they may
also be an important part of how the person communicates.

When first getting used to the way the person communications you will ideally need to be somewhere
quiet with no other distractions. Try not to get it into your head that you wont understand this will
undermine your confidence and make it harder for you.
Find out if the person minds you taking short cuts for example finishing sentences if you think you
know what theyre going to say.
Dont be embarrassed if you dont understand at first. Dont be embarrassed if you make a mistake.
Accept that you will make mistakes sometimes and sometimes it will be difficult to understand. Dont try
to save yourself embarrassment or time by avoiding communicating with the person.
Take the time at the beginning of our working relationship to find out how to communicate, or to
understand speech sounds and patterns. This will save time later.
Check that you have got it right when interpreting speech or using a communication system.
When facilitating communication, repeat exactly what the person has communicated without adding
your own opinion and without leaving out anything they have said.
If it is a formal setting, such as a meeting, use the word I if this is what I have said e.g. if I have said I
dont think that it is a good idea you should repeat this. In a more informal setting it may be OK to say
John says he doesnt think thats a good idea, but check this out first.
If youre not sure how to facilitate the persons communication in a particular setting, ask.
Recognise that you may need to facilitate communication in different ways according to the occasion
and setting. For example, at home you may chat together, but if out shopping, or with friends, or
attending a class or meeting, your role will be to facilitate communication with other people.
Tell other people to communicate directly with the person, not with you (unless this agreed this in
advance).You may need to be assertive in a situation where other people are talking fast or across each
other, so the person can join in. But you should assert communication responses and not join in the
conversation yourself.

Portobello Institute 2013

Page 89

Special Needs Assistant Training

Recognise that sometimes a disabled person may not be used to having choices, or expressing their
opinion. You can help by facilitating communication.
Dont assume that the only things wanting/needing to be communicated about are to do with the
assistance needed (personal care). The person is a full human being and theres all sorts of things that
need to be explored, shared, questioned and argued about.
Treat the person with respect, in the same way you would want to be treated if you were in this
position.
Respect their privacy you will probably find out more about them than anyone other than their
nearest and dearest knows about them. This is only because they need assistance in order to go about
their daily life. Dont share information about the person without their consent.
Be honest about what you find difficult. Together you can sort things out.

Portobello Institute 2013

Page 90

Special Needs Assistant Training

Communication Skills and Techniques
When you are asking questions, particularly standard ones from forms, ensure you explain clearly what
the question is about and why the answer is important for the young person. Take care not to ask more
sensitive questions from assessment, or other forms too directly (such as about feeling depressed).
When asking questions, be careful not to make assumptions (for example, that both parents are still
alive).
Children and young people often make monosyllabic responses to standard questions. Try and draw
them out when this happens by asking some simple or supplementary questions.
Try not to show impatience or rush the proceedings, if there is a time limit explain this to the young
person and tell them when there will be an opportunity to go over things again if necessary.

Try not to interrupt when the young person is speaking, and try not to finish sentences for them even if
this is to be helpful. Instead give them time or prompt them with sympathetic questions if they get
stuck.
If you are not able to speak with the young person alone, be aware of the effect of others present on
the interview.
Some children are more responsive if you talk to them while undertaking a simple activity (even while
travelling, walking or making drinks) rather than in a formal situation.
Dont overload young people with lots of information at one time, but try to make sure you give them
only essential and relevant information.
If you are likely to be working together with the young person in the future, bear in mind that a first
cold meeting or interview will not be as productive as one that happens after some mutual trust and
relationship has developed. Take any opportunity to show that you can be trusted, will be professional
but friendly etc. Remember that you might be one of many strangers, professionals or other adults who
the young person has had to talk to recently.

Attitude, Empathy and Rapport

It may seem self obvious but it is important to remember that how young people see any situation may
be different form the way the adult/s involved see it. A more empathetic approach is likely to result in
the young person feeling better about the situation, more likely to co-operate and less likely to show
aggression or bravado.

Portobello Institute 2013

Page 91

Special Needs Assistant Training

Body language is important, the way you sit, making eye contact without staring, nodding, smiling etc
will all impact on the way the young person responds. Remember that different cultures maintain
different interpretations of body language or eye contact etc
Try to ask open questions rather than leading ones like how do you feel about that rather than you
must feel angry/happy about that. When young people show their feelings, always acknowledge them,
reflecting back is a good technique for example say I know what you mean or that must have felt
good/bad etc.
Always check out if you are not clear what the young person means and make it clear that you really
want to understand what they mean, are you saying or did you mean something else.
Again it may seem self obvious but it pays to develop good listening techniques, young people will soon
figure out if you are disinterested or not listening. They are more likely to say or do disruptive things if
they think they are not being listened to or taken seriously.
Try not to respond to displays of emotion from the young people by becoming emotional yourself; the
adult in any situation needs to remain in control in a non-aggressive way. Young people need to feel
they are in a safe situation and, for example, responding to aggressive behaviour with more aggression
or excessive control can exacerbate situations.
Of course, training does help and you should were possible and available attend course etc.

Nonverbal Communication and Body Language in Relationships

It takes more than words to create fulfilling, strong relationships. Nonverbal communication has a huge
impact on the quality of our relationships. Nonverbal communication skills improve relationships by
helping you:
Accurately read other people, including the emotions theyre feeling and the unspoken messages
theyre sending.
Create trust and transparency in relationships by sending nonverbal signals that match up with your
words.
Respond with nonverbal cues that show others that you understand, notice, and care
Unfortunately, many people send confusing or negative nonverbal signals without even knowing it.
When this happens, both connection and trust are lost in our relationships.

Portobello Institute 2013

Page 92

Special Needs Assistant Training

Components of Non-Verbal Communication

Since it is said that as little as ten percent of communication takes place verbally, and that facial
expressions, gestures and posture form part of our culture and language, it seems reasonable that we
should at least raise learners' awareness of non-verbal communication in order to improve their use of
natural language, increase confidence and fluency and help to avoid intercultural misunderstandings.
On the grounds that; 'It's not what you say, it's the way that you say it', there is much to be said for
teaching non-verbal communication either parallel to, or integrated with, a language and skills based
syllabus, in the same way that phonology is often treated.

Non-verbal communication is a system consisting of a range of features often used together to aid
expression. The combination of these features is often a subconscious choice made by native speakers
or even sub-groups/sub-cultures within a language group. The main components of the system are:

Types of Non-Verbal Communication and Body Language

There are many different types of nonverbal communication. Together, the following nonverbal signals
and cues communicate your interest and investment in others. Facial expressions Kinesics (body
language) Body motions such as shrugs, foot tapping, drumming fingers, eye movements such as
winking, facial expressions, and gestures

The human face is extremely expressive, able to express countless emotions without saying a word. And
unlike some forms of nonverbal communication, facial expressions are universal. The facial expressions
for happiness, sadness, anger, surprise, fear, and disgust are the same across
cultures.
Body movements (Locomotion Walking, running, staggering, limping) and posture Posture Position of
the body, stance. Consider how your perceptions of people are affected by the way they sit, walk, stand
up, or hold their head. The way you move and carry yourself communicates a wealth of information to
the world. This type of nonverbal communication includes your posture, bearing, stance, and subtle
movements.

Portobello Institute 2013

Page 93

Special Needs Assistant Training

Gestures
Gestures are woven into the fabric of our daily lives. We wave, point, beckon, and use our hands when
were arguing or speaking animatedlyexpressing ourselves with gestures often without thinking.
However, the meaning of gestures can be very different across cultures and regions, so its important to
be careful to avoid misinterpretation.

Eye contact Oculesics

Since the visual sense is dominant for most people, eye contact is an especially important type of
nonverbal communication. The way you look at someone can communicate many things, including
interest, affection, hostility, or attraction. Eye contact is also important in maintaining the flow of
conversation and for gauging the other persons response.

Touch Haptics
We communicate a great deal through touch. Think about the messages given by the following: a firm
handshake, a timid tap on the shoulder, a warm bear hug, a reassuring pat on the back, a patronizing pat
on the head, or a controlling grip on your arm.

Space Proxemics (proximity) Use of space to signal privacy or attraction Have you ever felt
uncomfortable during a conversation because the other person was standing too close and invading
your space? We all have a need for physical space, although that need differs depending on the culture,
the situation, and the closeness of the relationship. You can use physical space to communicate many
different nonverbal messages, including signals of intimacy, aggression, dominance, or affection.

Voice Vocalics Tone of voice, timbre, volume, speed We communicate with our voices, even when we
are not using words. Nonverbal speech sounds such as tone, pitch, volume, inflection, rhythm, and rate
are important communication elements. When we speak, other people read our voices in addition to
listening to our words. These nonverbal speech sounds provide subtle but powerful clues into our true
feelings and what we really mean. Think about how tone of voice, for example, can indicate sarcasm,
anger, affection, or confidence.

Portobello Institute 2013

Page 94

Special Needs Assistant Training

Chronemics Use of time, waiting, pausing

Olfactics Smell

Sound symbols Grunting, mmm, er, ah, uh-huh, mumbling

Silence Pausing, waiting, secrecy

Adornment Clothing, jewellery, hairstyle

Of the above, body language (particularly facial expressions and gestures), eye contact, proximity and
posture are probably those which learners most need to be aware of in terms of conveying meaning,
avoiding misunderstandings and fitting in with the target culture.
In terms of skills development, non-verbal clues should not be underestimated when developing both
the listening and speaking skills. Like grammatical structures, non-verbal communication has form,
function and meaning, all of which may vary from language to language.

Tips for Successful Non-Verbal Communication

Take a time out if youre feeling overwhelmed by stress. Stress compromises your ability to
communicate. When youre stressed out, youre more likely to misread other people, send off confusing
or off-putting nonverbal signals, and lapse into unhealthy knee-jerk patterns of behavior. Take a
moment to calm down before you jump back into the conversation. Once youve regained your
emotional equilibrium, youll be better equipped to deal with the situation in a positive way.
Pay attention to inconsistencies. Nonverbal communication should reinforce what is being said. If you
get the feeling that someone isnt being honest or that something is off, you may be picking up on a
mismatch between verbal and nonverbal cues. Is the person is saying one thing, and their body language
something else? For example, are they telling you yes while shaking their head no?
Look at nonverbal communication signals as a group. Dont read too much into a single gesture or
nonverbal cue. Consider all of the nonverbal signals you are sending and receiving, from eye contact to
tone of voice and body language. Are your nonverbal cues consistentor inconsistentwith what you
are trying to communicate?

Portobello Institute 2013

Page 95

Special Needs Assistant Training

Non-Verbal Communication and Body Language: Common Mistakes
Youre not subtle. Be objective about your own observations to make sure you arent offending others
by broadly mimicking their speech or behavior. Remember, most people instinctively send and interpret
nonverbal signals all the time, so dont assume youre the only one whos aware of nonverbal
undercurrents. Finally, stay true to yourself. Be aware of your own natural style, and dont adopt
behavior that is incompatible with it.
You bluff. Thinking you can bluff by deliberately altering your body language can do more harm than
good. Unless youre a proficient actor, it will be hard to overcome your bodys inability to lie. There will
always be mixed messages, signs that your channels of communication are not congruent. Its a prime
example of leakage, and something others will detect, one way or another.
You rush to accuse based on body language alone. Incorrect accusations based on erroneous
observations can be embarrassing and damaging and take a long time to overcome. Always verify your
interpretation with another communications channel before rushing in. You could say something like, I
get the feeling youre uncomfortable with this course of action. Would you like to add something to the
discussion? This should draw out the real message and force the individual to come clean or to adjust
his
or her body language.

Its not just what you say, its how you say it
Intensity. A reflection of the amount of energy you project is considered your intensity. Again, this has
as much to do with what feels good to the other person as what you personally prefer.
Timing and pace. Your ability to be a good listener and communicate interest and involvement is
impacted by timing and pace.
Sounds that convey understanding. Sounds such as ahhh, ummm, ohhh, uttered with congruent eye
and facial gestures, communicate understanding and emotional connection. More than words, these
sounds are the language of interest, understanding and compassion.
Nonverbal communication cues can play five roles:
Repetition: they can repeat the message the person is making verbally
Contradiction: they can contradict a message the individual is trying to convey
Substitution: they can substitute for a verbal message. For example, a person's eyes can often convey a
far more vivid message than words and often do

Portobello Institute 2013

Page 96

Special Needs Assistant Training

Complementing: they may add to or complement a verbal message. A boss who pats a person on the
back in addition to giving praise can increase the impact of the message
Accenting: they may accent or underline a verbal message. Pounding the table, for example, can
underline a message.

Improving your Non-Verbal Communication Skills

Before you can improve your nonverbal communication skills, you need to figure out what youre doing
right and where there is room for improvement. The most effective method is to observe yourself in
action:
Video camera Videotape a conversation between you and a partner. Set the camera to record both
of you at the same time, so you can observe the nonverbal back-and forth. When you watch the
recording, focus on any discrepancies between your verbal and nonverbal communication.
Digital camera Ask someone to take a series of photos of you while youre talking to someone else.
As you look through the photos, focus on you and the other persons body language, facial expressions,
and gestures.
Audio recorder Record a conversation between you and a friend or family member. As you listen to
the recording afterwards, concentrate on the way things are said, rather than the words. Pay attention
to tone, timing, pace, and other sounds.

Evaluating your Non-Verbal Communication Skills

Eye contact Is this source of connection missing, too intense, or just right in yourself or in the person
you are looking at?
Facial expression
What is your face showing? Is it masklike and unexpressive, or emotionally present and filled with
interest? What do you see as you look into the faces of others?
Posture and gesture
Does your body look still and immobile, or relaxed? Sensing the degree of tension in your shoulders and
jaw answers this question. What do you observe

Evaluating your Non-Verbal Communication Skills

about the degree of tension or relaxation in the body of the person you are speaking to?

Portobello Institute 2013

Page 97

Special Needs Assistant Training

Touch Remember, what feels good is relative. How do you like to be touched? Who do you like to have
touching you? Is the difference between what you like and what the other person likes obvious to you?
Intensity Do you or the person you are communicating with seem flat, cool, and disinterested, or overthe-top and melodramatic? Again, this has as much to do with what feels good to the other person as it
does with what you personally prefer.
Timing and pace
What happens when you or someone you care about makes an important statement? Does a
responsenot necessarily verbalcome too quickly or too slowly? Is there an easy flow of information
back and forth?
Sounds Do you use sounds to indicate that you are attending to the other person? Do you pick up on
sounds from others that indicate their caring or concern for you?
Personal space
Question: Every culture has rules about the correct use of space. The proxemic rules are unwritten and
never taught-- but they are very powerful and known to all members of the culture. Imagine a woman
who has three people whoa re sitting very close in an open space. How do you think the woman will
react as her personal space is invaded by three other people? What do you think will happen?
Which of the below do you think will happen?
Answer:
She will ask them to move
She will stare at them but will not ask them to move
She will leave saying nothing to the three people
1) In spatial invasions, the most common response is for the "invaded" person to leave. In proxemics
experiments, only 2% of the "invaded" people say anything to their invader.
2) In spatial invasions, the most common response is for the invaded person to move. Covert staring
does happen, but hostile staring is almost never seen.
3) Flight is the most common response to spatial invasions. The invasion is stressful for the invaded,
making an early departure is almost certain. This is the correct answer.

Portobello Institute 2013

Page 98

Special Needs Assistant Training

Conflict Resolution
Conflict resolution tips must begin with an understanding of the survival skills and games that are
played. If these are in play conflict resolution is not possible... all you can expect is an occasional cease
fire.
The word dysfunctional simply means does not function properly. Conflict resolution tips are essential in
developing a well functioning person.
Here is a listing of the most common reasons that cause people not to function properly.

Conflict Resolution Tip 1 - Break the Rules

Dysfunctional members learn several unwritten rules that perpetuate dysfunctional relationships. These
rules are learned by experiences very early in life and become deeply embedded in the neural networks
of how to relate to others:

Don't Talk
If I don't talk about it then it won't hurt and will go away
Fear of Abandonment
Shame about what it going on
Told not to talk about it
Other family members role-model it by ignoring reality
No one knows how to talk about it
Don't Trust
Broken Promises
Unpredictability
Emotional Unavailability of the parents who are preoccupied with the problem or each
other
Parents discount the child's reality - "Your father's not drunk! He has the flu...Don't you ever say
that again!"
Child develops their own system of denial to create a false sense of security.

Don't Feel
Fear, Sadness, Anger, Guilt, Embarrassment, Loneliness

Portobello Institute 2013

Page 99

Special Needs Assistant Training

Build walls to protect against these feelings
Numbing Out creates physical, emotional and psychological safety

Breaking these unspoken and unwritten rules are the number one conflict resolution tip for a reason -these rules are in place to protect and encourage dysfunctional patterns in relationships.

Conflict Resolution Tip 2 - Take Off the Mask

The following is a list of the Survival Roles or "Masks" that children learn as a way to survive not getting
their needs met:

Hero:
This child never feels "good enough". They become a "human doing" instead of a human being. They are
out to prove their worth but never do to their own satisfaction.
There are two types of Hero's:
The Flashy One: The class president... straight A student...captain of the football team... and
valedictorian.
The Responsible One: The 10 or 12 year old who comes home after school...gets the mail...washes the
dishes...cleans up the house... and cares for the younger children. This is the "behind-the-scenes-hero.

Heroes seek attention and recognition but can never get enough. They tend to become workaholics,
over-achievers, and so-called type-A personalities.
They live in fear that they are going to be "found out" as frauds by others.

Rebel/Scapegoat:
This child learns to get attention through misbehavior. They get time, attention, affection, and direction
from teachers, principals, counselors, and juvenile officers who are all trying to manage their behavior.
Unconsciously, the rebel understands that negative strokes are better than no strokes at all.
People Pleaser:
This child is prone to approval-seeking behaviour. They fear abandonment and rejection if they say no
and so developed difficulty setting boundaries.

Portobello Institute 2013

Page 100

Special Needs Assistant Training

Placater:
It is the job of this child to help the family avoid conflict by heading off trouble and making sure others
dont make waves. This role and the People Pleaser may also be the Lost Child. It is not unusual for
middle children to take on several roles or all of the roles at different times in the life of the family.

Lost Child:
This child uses fantasy to get time, attention, affection, and direction. They may have a favorite doll that
they play mother to; vicariously getting their own needs met.
They may also lose themselves in comic books, novels, television, video games, and imaginary friends to
name a few distractions. This child brings relief to the family because theyre known as the one they
never have to worry about. They are always around somewhere would never make any noise.

The Intellectualiser/Rationaliser:
A.K.A., the Computer, This child learns to say out of their emotions by staying in the thinking or left brain
to "figure things out."
While this is an attempt to protect themselves from feeling their painful emotions, it usually backfires
because they end up attracting, and being attracted to, people who freely express those same painful
emotions. These people "trigger" the intellectualiser into reluctantly experiencing their blocked
emotions.

The Mascot:
The baby of the family... usually preoccupied with humour or being cute. This child gets a lot of time,
attention, affection, and direction for the cute and funny things babies do. They learn to stay "on stage"
and become the class clown or the beauty queen. The silliness of this child can continue into adulthood
to an embarrassing degree.
Case study
A child of five years of age continually hits other children for any reason at all. They are continually
frightened of the child.
1 what is your first approach to the situation?
2 what would you as an SNA do to alleviate the situation?

Portobello Institute 2013

Page 101

Special Needs Assistant Training

Example
"Do you think you/we should..?" "Perhaps you should stop doing that?" "You gonna come now?" "Don't
you think it would be a good idea if?" etc.
This allows you to avoid a win/lose situation where you feel that you have made an ultimatum and you
must enforce it.
Try meeting non-cooperation with 'deferred agreement'.

Portobello Institute 2013

Page 102