Abstract:

Ireland's National Council for Special Education (2024) highlight 'independence' as one of the fundamental outcomes of the Irish education system, particularly for students with special needs. Independence-related outcomes can be viewed in relation to the informal curriculum, with specific focus on areas related to autonomy, self-reliance and daily living skills (Douglas et al., 2012). Despite this explicit focus on 'independence' within national policy documents, the degree to which independence-related outcomes are prioritised for children with SEN varies across countries and schools. In contrast, 'formal' outcomes for children, particularly related to achievement, can be seen to take precedence in many countries and jurisdictions. This presentation seeks to critically reflect on the key topic of independence for children and young people with special or additional needs, with specific focus on the role of paraprofessionals as part of the child's larger support system at school, home and within the community. Stemming from national and international research in the field, an array of evidence-based approaches to support planning and practice within schools will be forwarded, aimed at enhancing paraprofessionals' collaborative work with others. Key topics covered will include data gathering, target-setting, interventions for pupils' skill development, fostering pupil independence and including the voice of the child/young person, with due regard for relevant frameworks. At all times, the role of the paraprofessional will be considered in light of the larger system, with the overall aim of supporting ongoing pupil development and independence.

Keywords:

Independence, Paraprofessionals, special needs, collaboration, system.