Special Needs Assisting

TABLE OF CONTENTS .............................................................................................. 2
INTRODUCTION ...................................................................................................... 4
BACKGROUND INFORMATION .............................................................................. 4
INTRODUCING HARRY ...................................................................................... 4
FEEDING ................................................................................................................ 5
FEEDING HARRY ..................................................................................................... 6
PRACTICAL TASK OF FEEDING HARRY ................................................................... 6
EQUIPMENT FOR FEEDING ................................................................................ 8
CONCLUSION ............................................................................................... 8
TOILETING .............................................................................................................. 9
PRACTICAL TASK OF ASSISTING CHILD WITH TOILETING NEEDS........................... 10
CONCLUSION ................................................................................................ 11
HANDWASHING.................................................................................................... 12
PRACTICAL TASK OF HANDWASHING WITH HARRY.............................................. 13
GENERAL HYGIENE PROCEDURES................................................................... 14
CONCLUSION ............................................................................................. 14
DRESSING ............................................................................................................ 15
DRESSING HARRY .............................................................................................. 16
ITEMS FOR ASSISTING HARRY’S DRESSING: ..................................................... 16
CONCLUSION ............................................................................................. 17
ROLE AND RESPONSIBILITIES OF SPECIAL NEED ASSISTANT ................................... 17
CONCLUSION ................................................................................................... 18
BIBLIOGRAPHY ..................................................................................................... 19
APPENDIX ......................................................................................................... 20



INTRODUCTION
According to NSCE, Special needs assistants (SNAs) play an important role in assisting the
teacher to support students with special educational needs who have significant care needs.
The SNA usually supports a number of students with care needs in the school. Most
students with special educational needs do not have significant care needs and therefore
will not need access to a special needs assistant while at school. (National Council for Special
Education 2025)
The purpose of my assessment is about the skills of a Special Needs Assistant (SNA) in
helping a child with autism with feeding, dressing, and toileting, to evaluate how well the
SNA supports the child in these daily tasks. It helps to understand the SNA's ability to assist
the child in becoming more independent, while also ensuring their safety, comfort, and
dignity. My assessment also focuses on how the SNA uses specific techniques to meet the
child’s needs and how they adapt to the child's individual behaviours and challenges related
to autism. This helps to ensure the child receives the best possible support and care.
BACKGROUND INFORMATION
INTRODUCING HARRY
My skills demonstration took place in Poppy fields Community Crèche Located in a vibrant
town in the north-east, Poppyfields Community Crèche serves as a community-oriented
early years' service, providing both full-day and part-time care for toddlers and young
children. The crèche offers affordable childcare solutions for staff, individuals returning to
work through training initiatives, and local families. Staff has participated in numerous
childcare-related courses, both accredited and non-accredited. They consider ongoing
professional development vital and frequently provide training opportunities for the team.
Harry is a delightful three-year-old and the second youngest in a family of five children who
made the journey from Nigeria to Ireland a few years ago. He is a joyful and easy-going little
boy. At home, he enjoys playing with his siblings, listening to music, exploring books, and
watching television. Harry loves the outdoors, especially going for walks with his family and
playing on the swings. He attends a crèche in the north-east of Ireland from 9:30 am to
about 5:00 pm, Monday through Friday. Harry has been part of the crèche for the past 18
months, attending five days a week.
Harry has a diagnosis of autism.
According to Carol Stock Kranowitz, Autism (ASD) is a neurological disability that usually
becomes apparent during the first three years of life. It severely impairs a person's sensory
processing, verbal and nonverbal communication, social interaction, imagination, problem
solving, and development. (Kranowitz 2005)
I explored the kindergarten and familiarized myself with the staff there.
I’ve scheduled a morning meeting with Molly, Harry’s key worker, to gather more insights
about Harry. I’m interested in understanding how Harry communicates, how he interacts
with his surroundings, how he connects with his peers, as well as his preferences, strengths,
and areas for improvement. Additionally, I’ll seek advice on the work being done with him.
We’ll talk about his progress, the challenges he faces, and the strategies in place to provide
him with optimal support during feeding, toileting, and hygiene routines.
FEEDING
Unusual eating habits are frequently observed in individuals with autism. A study conducted
by Mayes & Zickgraf in 2019 revealed that 70.4% of autistic children exhibit atypical eating
behaviours, in contrast to 13.1% of children with other disorders and just 4.8% of typically
developing children. The researchers noted that pica and food pocketing were behaviour's
unique to autistic children. Additionally, grains and chicken, particularly nuggets, were the
top food choices for 92% of these children. (Bennie 2022)

People with autism often have specific preferences when it comes to food and may be
sensitive to various factors like texture, smell, appearance, or even sounds associated with
certain dishes. They might face challenges with chewing and swallowing due to oral motor
issues. Those on the autism spectrum typically thrive on routine and predictability, which
extends to their meals and snacks. The way food is presented can be important, and they
may prefer to eat at set times. Certain foods might need to be prepared in a specific manner
or come from a particular brand.
FEEDING HARRY
Recently Harry has gained the ability to feed himself independently, and he's been
adventurous in trying out new flavours and textures in his diet and he is really enjoying it. I
start with foods that Harry already enjoys. This helps him feel comfortable and this also
reduces mealtime stress. Harry is struggling with verbal communication, so I am using
picture cards showing him different foods that help him indicate what he wants to eat.
PRACTICAL TASK OF FEEDING HARRY
• I let Harry know that it's lunchtime, the same time as always, because Harry likes
routine.
• I show him a PECS visual card to help him understand what's coming next. This way,
he knows it's time to wash hands. I say: “Hey Harry, it’s lunchtime! Let’s take a
moment to share a nice meal together. I see how hard you’ve been working, and this
is the perfect opportunity to relax and savour some delicious food. Let’s find a spot
to sit down and enjoy our lunch. Feel free to pick whatever you like, and I’m here to
assist you if you need anything!”
• I help Harry to wash his hands.
• I take him to a quiet and free from distraction area.
• I make sure he is sitting upright to eat safely.
• I sit at eye level with Harry, and I start with foods that Harry likes and knows.
• We use a plastic cutlery, and a plastic rubber based suction bow to avoid any spills. I
give him choice to empower him. I ask: “Would you like to use a spoon or a fork?”
• Harry enjoys exploring his food through touch, sight, and smell. If Harry needs help
using a fork, I gently guide his hands.
• Harry eats and I praise him, I say: “Super job Harry! Well, done!”
• I explore new dishes with Harry, I say: “This is something new! Let’s try a little bit
together and see what it tastes like. Would you like to smell it first, or maybe look at
it? We can try at your pace”. Harry shows no interest in the new dish and declined
to give it a try.
• Harry uses a sippy cup with a lid and two handles to prevent spills.
• We take our time during meals, avoiding rushing. I smile and encourage him to eat
on his own. I say: “This food will give you lots of energy to play!”
• During the meal I says to Harry: “Let’s pretend we are dinosaurs eating trees! “ and
then we eat some broccoli.
• I tell him that as a reward after lunch we will go to the library to read books with his
favourite Disney character Tigger. I tell Harry: "If you enjoy your meal so much and
eat so well, we can head to the library after lunch to read your favourite book with
Tigger." Harry is thrilled.
• I give him space to explore food at his own time. Harry seems to be happy with
mealtime, because he is cheerfully babbling.
• After eating I helped Harry to wipe his mouth and hands.
• As a reward for Harry's effort and commitment, I praise him: '`You ate so well!' Bravo
Harry! Now we can go to the library!”
EQUIPMENT FOR FEEDING
• Easy grip plastic cutlery
• A plastic rubber based suction bow
• A Sippy cup with handles
CONCLUSION
Feeding Harry requires patience, understanding and flexibility. I need to pay attention to his
preferences, sensory needs and communication style (using visual graphics, using more
gestures). With time I can work on expanding his food choices and creating more positive
mealtime experiences, offering small steps, avoiding pressure, making it fun.

TOILETING
Toileting can be particularly challenging for children with autism spectrum disorder (ASD).
Due to difficulties with communication, sensory sensitivities, and rigid routines, many
children with autism need extra support and patience during this process.
Many people on the autism spectrum struggle with reduced interoception. Interoception
refers to the ability to perceive and understand internal bodily sensations, like hunger,
thirst, pain, and the need to use the bathroom. It plays a crucial role in toileting training
because children need to recognize the bodily cues that indicate they NEED to go to the
toilet. However, autistic children may have difficulties with interoception, which can impact
their ability to recognize and respond to these internal signals. (Philips 2023)

PRACTICAL TASK OF ASSISTING CHILD WITH TOILETING NEEDS
Harry has recently learned to use the bathroom independently, but sometimes Harry needs
extra time with using a toilet, he has the sensory sensitivities for textures, and he needs
extra time for dressing.
• Before I go to the toilet with Harry, I show him a PECS visual card, this way Harry
knows what will happen next.
• I use visual support cards, pointing out what Harry needs to do, step by step.
• I help him to accompany Harry to the bathroom and remind him that he's doing an
excellent job. I say: “You are so good at that!”
• I treat him with respect and dignity, encouraging him at every stage. I show empathy
and compassion to ensure he feels safe. I say: “I see you are trying! That's good”
• I always make sure to wash both my hands and Harry's hands. I put on my gloves,
clean the toilet seat, and ensure Harry has his step stool and toilet paper or wet
wipes ready.
• Harry is completely toilet trained; he just needs my reassurance as he goes in, and I
wait just outside the door.
• I let him know I'm here to help if he encounters any challenges. I say: “If you need
my help, I'm here!”
• We take a small break if it's needed.
• I keep the door closed to maintain his privacy and dignity.
• I assist Harry with his clothing and with tricky buttons.
• He takes a small step to reach the toilet, and there's a handrail next to it for support.
• I encourage him to wipe and flush, reminding him that I'm available if he needs any
assistance. I say: “You can do it Harry, you learn very fast!”
• I help Harry to wash his hands, he isn't fond of washing his hands and I know he
enjoys music, we begin to sing a song about washing hands and Harry starts to wash
his hands.
• I also help him dry his hands, because he is a sensitive sensory boy. Instead of using a
towel, we use a hand dryer.
• I praise him for his huge effort. I say: “You are the best Harry, well done!! High a
five!”
CONCLUSION
During toileting, dressing and care hygiene I follow the rules of care plans and adhere to
child protection guidelines to ensure a child's well-being, safety, and development. I
recognise Harry’s unique needs, apply effective strategies, create safe spaces, and prioritise
safety and well-being.

HANDWASHING
Numerous children on the autism spectrum experience heightened sensory sensitivities. They
may find sensations like water, the feel of soap, or the noise of a hand dryer to be quite
intense and overwhelming. (Propel Autism 2025)
Harry is a boy that has the sensory sensitivities for textures and doesn't necessarily like playing
with water.

PRACTICAL TASK OF HANDWASHING WITH HARRY
• I go to the bathroom with Harry, I show him a PECS visual card, this way Harry knows
what will happen next. I take his favourite toy little grey dog, to take part in the
procedure of washing hands.
• I show Harry and his dog how we will wash hands (I'm using a visual chart.)
• I encourage Harry to walk up to the sink independently. I say: "You're doing
awesome!”
• I show him to turn on the tap, adjusting water temperature if necessary.
• I guide Harry to hold hands under the water.
• I encourage to pump soap onto one hand.
• I demonstrate rubbing hands together, including the back of the hands, between
fingers, and under nails – a critical step for removing germs.
• I assist Harry with washing his hands, and while we do it, we sing a fun song together
about handwashing.
• I praise Harry for his great work. I say: “Well done Harry! Fantastic!”
• I remind on rinsing off the soap thoroughly.
• Finally, we dry hands with air dryer.
• Harry is happy that he could washed his hands with his favourite dog.
• I praise Harry for his huge effort and amazing work! I say: “Good boy! Amazing work
Harry!”
GENERAL HYGIENE PROCEDURES
Ensuring proper hygiene for children with autism involves a compassionate approach that
emphasizes patience, organization, and awareness of their sensory needs and
communication difficulties. By dividing tasks into smaller, more manageable steps, utilizing
visual aids, and establishing consistent routines, we can empower children with autism to
develop the necessary skills for independent hygiene. Furthermore, it’s essential to create a
calm, supportive, and safe environment to help alleviate any anxiety they may experience
during these routines.
CONCLUSION
Assisting an autistic child with handwashing can be quite difficult because of their sensory
sensitivities, such as the texture of towels, as well as communication challenges, particularly
with a non-verbal childlike Harry. Additionally, sticking to routines can be tough. However, I
found that by using straightforward, clear steps and a visual chart to outline the process, I
could help Harry to improve his hand washing skills.
DRESSING
Harry is dressed in cozy, soft clothing featuring elastic waistbands for convenience and
breathable cotton materials. He has recently learned to use the bathroom independently,
and the elastic pants help him easily pull them up and down. These clothes are gentle on his
skin, avoiding any tightness or scratchiness that could lead to sensory overload. Since Harry
dislikes tags, they have been taken off his garments. He prefers outfits with larger buttons,
Velcro closures, and slip-on shoes for added comfort.
DRESSING HARRY
• I show him a PECS visual card to help him understand what's coming next.
• We take his favourite toy, this time the Disney cartoon Tigger, it makes it easier for
him to perform the activities, we pretend that the Tigger helps him get dressed.
• I encourage him to take off pyjamas. I say: “Let’s get ready for the day! First, we take
off pyjamas, then we put on clothes”.
• Harry put on underwear.
• Harry put on shirt.
• He is pull up pants and trying to fasten trouser button, when he finished, I praise
Harry for his great work. I say: You did it Harry! I'm so impressed with your hard
work!”
• Harry put on socks.
• Put on shoes.
• I praise Harry: “Great job, Harry! You did it all by yourself! I have a sticker to
celebrate your fantastic work! You can stick it on your reward chart!”. He gets a
reward, big sticker with animal! He is very happy.
ITEMS FOR ASSISTING HARRY’S DRESSING:
• Slip- on shoes
• Elasticated waistband
• Soft cotton T-shirt
• Snap button shirts
• Soft cotton socks
• Large zip coat
• Large buttons in shirts and coats
• Remove tags
CONCLUSION
Harry requires support, understanding, and motivation as he learns to dress himself. He
enjoys having his favourite toy, a grey dog or Tigger from the Disney cartoon, by his side
during various activities. I encourage Harry in gentle, clear amd structured way, considering
his sensory needs and love for routines. If Harry resists, I try to stay patient, i offer him help
and make it fun by using his favourite toy Tigger and using reward chart.
ROLE AND RESPONSIBILITIES OF SPECIAL NEED
ASSISTANT
A Special Needs Assistant (SNA) is an educational professional dedicated to providing
support and assistance to children with additional needs. We play a crucial role in fostering
an inclusive and secure environment that enables children with learning difficulties or
disabilities to engage fully with their peers and participate in all academic and social
activities. Collaborating closely with teachers, therapists, and other professionals involved in
the child's care, we may assist with personal care, toileting, behavioural challenges,
mobility, and academic support. It is essential to be well-acquainted with each child's
Individualized Education Plan (IEP) to understand the necessary adaptations and additional
support required to offer the best possible opportunities and experiences. This includes
addressing needs related to toileting, feeding, and mobility, as well as planning or modifying
approaches to enhance the child's learning and inclusivity. Effective communication skills
are vital for discussing any concerns or progress with teachers, parents, and other
professionals involved in the child's care, ensuring a collaborative effort for improved
outcomes. As advocates for children with additional needs, it is imperative to demonstrate
empathy and patience, creating a safe and trusting environment where children feel
comfortable sharing their fears and emotions. Key qualities of an SNA include reliability,
dependability, and adaptability to changing circumstances.
Working with an autistic child like Harry, qualities such as empathy, patience, and kindness
are essential. They not only build strong relationships but also significantly aid in keeping
him focused, calm, and engaged. By integrating these attributes into my interactions with
Harry, I cultivate a nurturing and supportive atmosphere that promotes trust, effective
communication, and personal development. These traits help Harry feel valued and
understood, motivating him to participate in learning, social activities, and skill
enhancement.
CONCLUSION
The role of a Special Needs Assistant (SNA) is essential in enabling children with additional
needs to thrive and succeed in their educational environment, as well as to engage in
various activities and opportunities. Without the assistance of SNAs, these children would
face significant challenges in their learning experiences. Our work is crucial in fostering
inclusion and support, guiding them toward greater independence while offering
comprehensive assistance in all areas of their school life, including academic help, emotional
support, communication development, and personal care. It is important for parents,
teachers, and SNAs to collaborate towards a common objective: providing the best possible
care and experiences for the child.
Through the experiences of supporting Harry with toileting, dressing, and feeding, I’ve
learned the importance of patience, consistency, empathy, and clear communication. It is
essential to build routines and adapt strategies to fit Harry’s individual sensory needs,
preferences, and developmental pace (no rush, calm and friendly atmosphere). There have
been challenges, such as resistance to new activities (trying a new dish during the feeding
time), sensory overload (no tight clothes, no itchy materials in clothing but also towels) or
struggles with fine motor skills (buttoning up the cardigan), but with gradual introduction
and tailored support, Harry’s independence and confidence have grown.
18
Aleksandra Scheffler
Special Needs Assisting 5N1786
In the future, I would focus on simplifying tasks, offering more choice and variety of food,
and using more gestures, giving more time to respond and using more favourites toys to
enhance communication. Most importantly, I would ensure that Harry feels safe, supported,
and encouraged throughout every process, promoting a sense of accomplishment and well
being.
BIBLIOGRAPHY
1. National Council for Special Education. (2025). What is a Special Needs Assistant.
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APPENDIX
1. Autism Tips. (2019). How I Got My Autistic Children To Dress Without Complaining! |
Autism Tips by Maria Borde. [Online]. https://www.youtube.com/. Last Updated:
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[Accessed 14 March 2025].
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[Online]. https://childwiseaba.com/. Last Updated: 2.11.2024. Available at:
https://childwiseaba.com/helping-autistic-kids-with-dressing/ [Accessed 01 March
2025].
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Disorder”. TEDxTalks. 26.10.2015. [Podcast]. Available at https://ww. [Accessed
27.02.2025]