Mayo Education Support Centre

As an SNA you can find yourself working with children who are attending EAL classes. Learn how you can best support these children as they learn to speak a new language. 

This engaging and practical course is designed for Special Needs Assistants (SNAs) who want to deepen their understanding of sensory processing and the role of sensory play in supporting children with additional needs.

Participants will explore how sensory processing impacts learning and behaviour, learn to identify sensory sensitivities and needs, and discover strategies to create inclusive, sensory-friendly environments.

SNAs will learn about the eight sensory systems of the body and will gain confidence in using sensory play to enhance regulation, engagement, and development in the children they support.

Supporting students with toileting and enuresis (incontinence challenges) in the school setting requires a developmentally informed, holistic approach. This course is designed for SNAs to provide practical strategies that promote independence, dignity, and confidence in managing toileting.

Children experiencing toileting challenges or enuresis (incontinence) challenges may face physical, sensory or emotional challenges that impact their daily school life. This course explores the root causes of toileting challenges, including sensory processing, motor skills, routines, and emotional regulation, while equipping SNAs with practical, respectful, and effective support strategies.

Learning outcomes:

• Understand the developmental factors influencing toileting and enuresis incontinence in children.
• Support students in developing independence with toileting routines and self-care skills.
• Identify and manage sensory, physical, and emotional challenges related to toileting.
• Implement discreet and supportive strategies to promote confidence and dignity.
• Reflect on and adapt support strategies to meet individual student needs

Supporting a child with Dyslexia in the primary school setting requires understanding, patience, and effective strategies. This course is designed specifically for SNAs in mind by providing clear, no-nonsense information about Dyslexia—what it is, how it affects children, and the impact it can have on learning. With a practical approach, this course will equip SNAs with essential knowledge and strategies to support children with Dyslexia effectively. Through factual insights, real-world examples, and expert guidance, SNAs will gain a deeper understanding of Dyslexia and how to respond with confidence and empathy.

Learning outcomes:

• Define Dyslexia, dispel common misconceptions, and recognize its impact on learning and well-being.
• Support a child’s literacy and learning by implementing strategies to assist with reading, writing, spelling, and comprehension
• Build a child’s confidence and emotional well-being by providing reassurance, encouragement, and strategies to foster self-esteem, self-efficacy, resilience, and independence.
• Explore and learn how to integrate assistive tools such as text-to-speech software, audiobooks, and dictation to support learning.
• Support a child’s organisation skills to help them with task management, following instructions, and active participation in lessons.
• Engage in reflective practice to assess and refine approaches for meeting individual student needs.

Please ensure that your school name is included in your profile before you print out your certificate of completion.

This course offers a foundational and practical exploration of neurodiversity, with a focus on autism and affirming approaches that support inclusive, compassionate, and responsive educational environments.

This course supports primary teachers in implementing the Primary Mathematics Curriculum (PMC) through inclusive, and meaningful classroom practice. Across the modules, participants will explore how children develop deep mathematical understanding, beginning with number sense and progressing towards confident problem-solving and real-world application.

Teachers will examine key ideas such as place value, relationships between numbers, estimation, and flexible computation, with a strong focus on moving beyond rote learning. The course emphasises the development of conceptual understanding alongside procedural fluency, using concrete materials, visual models, and cognitively challenging tasks to support all learners.

Participants will also explore the importance of mathematical talk, reasoning, and fostering a positive disposition. Strategies to promote growth mindset, encourage pupil voice, and use maths journals as reflective tools will be embedded throughout. Opportunities to engage with problem-solving, coding, and integrated STEM activities will further support pupils in applying their learning creatively and confidently.

The course concludes by supporting teachers in translating these approaches into effective classroom practice through planning, assessment, and reflection aligned with the PMC. By the end of the course, participants will be equipped with practical strategies to foster inclusive, engaging, and high-quality mathematics learning experiences for all pupils.

• Demonstrate a deep understanding of the Primary Mathematics Curriculum (PMC) by applying key principles such as number sense, conceptual understanding, procedural fluency, and problem-solving in their classroom practice.
• Design and deliver mathematics learning experiences that use concrete materials, visual representations, and appropriate supports to ensure all pupils can access, engage with, and progress in their learning.
• Facilitate rich mathematical learning experiences by promoting mathematical talk, reasoning, and positive learner dispositions, including the use of growth mindset strategies and reflective tools such as maths journals.
• Plan for, assess, and reflect on pupils’ learning effectively by using a range of formative assessment strategies, cognitively challenging tasks, and School Self Evaluation (SSE) processes to improve teaching and learning in mathematics.

Supporting Learning Through Regulation and Connection, While Maintaining Clear Boundaries and Accountability

As former teachers, we understand the complexity and intensity of the classroom. Balancing regulation, behaviour, learning, relationships, and curriculum demands can be extremely challenging. A clear, consistent, and developmentally informed framework is essential in the school environment.

The F.I.R.M.® Approach - Fair, Intentional, Regulated, and Modelling - provides educators with a structured, research-informed framework that supports both pupil wellbeing and effective teaching and learning. Grounded in educational and therapeutic practice, and aligned with relational, developmentally informed frameworks such as RELATE, it supports teachers in responding to children in a way that strengthens connection, supports regulation, and maintains firm limits and accountability.

Participants will explore how children’s behaviour may reflect underlying emotional, developmental, or sensory needs, and consider how the adult’s response influences classroom dynamics. The course offers practical, inclusive strategies suitable for a wide range of classroom contexts and pupil profiles, including neurodivergent learners.

The F.I.R.M.® Approach provides a consistent anchor for teachers, supporting calm and measured responses, reducing reliance on reactive practices, and contributing to sustained, positive change within the classroom environment.

Learning Outcomes

By the end of this course, participants will be able to:

• Apply the F.I.R.M.® Approach as a clear, practical framework to respond effectively in both everyday and challenging classroom situations
• Use developmentally informed, relational strategies to support pupil regulation, connection, and engagement, without reliance on shouting, rewards or shame-based approaches
• Implement consistent, fair, simple and inclusive practices that support all learners, including neurodivergent pupils, while maintaining FIRM boundaries and promoting positive, sustainable classroom environments

Supporting Learning Through Regulation and Connection, While Maintaining Clear Boundaries and Accountability

As former teachers, we understand the complexity and intensity of the classroom. Balancing regulation, behaviour, learning, relationships, and curriculum demands can be extremely challenging. A clear, consistent, and developmentally informed framework is essential in the school environment.

The F.I.R.M.® Approach - Fair, Intentional, Regulated, and Modelling - provides educators with a structured, research-informed framework that supports both pupil wellbeing and effective teaching and learning. Grounded in educational and therapeutic practice, and aligned with relational, developmentally informed frameworks such as RELATE, it supports teachers in responding to children in a way that strengthens connection, supports regulation, and maintains firm limits and accountability.

Participants will explore how children’s behaviour may reflect underlying emotional, developmental, or sensory needs, and consider how the adult’s response influences classroom dynamics. The course offers practical, inclusive strategies suitable for a wide range of classroom contexts and pupil profiles, including neurodivergent learners.

The F.I.R.M.® Approach provides a consistent anchor for teachers, supporting calm and measured responses, reducing reliance on reactive practices, and contributing to sustained, positive change within the classroom environment.

Learning Outcomes

By the end of this course, participants will be able to:

• Apply the F.I.R.M.® Approach as a clear, practical framework to respond effectively in both everyday and challenging classroom situations
• Use developmentally informed, relational strategies to support pupil regulation, connection, and engagement, without reliance on shouting, rewards or shame-based approaches
• Implement consistent, fair, simple and inclusive practices that support all learners, including neurodivergent pupils, while maintaining FIRM boundaries and promoting positive, sustainable classroom environments

This course supports primary teachers in developing the knowledge, skills, and professional competence required to effectively integrate Artificial Intelligence (AI) into teaching, learning and assessment. It is aligned with key policy frameworks, including the UNESCO AI Competency Framework for Teachers, the Digital Learning Framework, and the School Self-Evaluation Process.

Participants will engage in a range of structured, professionally relevant learning experiences, including analysis of classroom practice, collaborative professional dialogue, and the design of AI-supported lessons across the primary curriculum. The course places a strong emphasis on enhancing pupil learning outcomes through effective use of digital technologies, including differentiation, formative assessment, and pupil engagement.

The School Self-Evaluation (SSE) process is embedded throughout, supporting teachers to identify areas for improvement, implement targeted strategies, and reflect on impact. The course also promotes inclusive and ethical practice, with particular attention to issues such as bias, accessibility, and responsible AI use.

Participation in this course will support teachers’ ongoing professional learning in line with the Cosán Framework and enhance their capacity to respond to evolving educational priorities

Learning Outcomes

• To follow

This engaging, reflective and practical course aims to enhance teaching and learning in mainstream primary classrooms by developing teachers’ understanding of ADHD and how it presents in diverse learners, including important differences between girls and boys.

Pupils engage with learning in different ways, and ADHD can impact attention, executive functioning, emotional regulation and motivation. This course develops teachers’ understanding of ADHD and its influence on learning, concentration and regulation, supporting more informed and inclusive classroom practice.

Participants will explore ADHD as a difference, using a strengths-based, neurodiversity-affirming approach. Teachers will develop their ability to recognise ADHD, especially in less visible presentations such as inattentive ADHD across both girls and boys.

The course provides practical, evidence-informed strategies to support focus, organisation, self-regulation and engagement across whole-class teaching, group work and independent tasks. Teachers will also explore Universal Design for Learning (UDL), flexible assessment practices and flexible learning environments.

This course is practical, relevant and empowering, supporting inclusive environments that promote wellbeing and positive learning outcomes for all pupils.

Learning Outcomes

• Enhanced knowledge of ADHD, including differences between girls and boys
• Improved understanding of how ADHD impacts attention, executive functioning, emotional regulation, motivation and learning
• Clear understanding of teacher role in identifying ADHD
• Increased confidence in applying inclusive approaches to teaching and assessment, including UDL principles, to support engagement and learning
• Critically reflect on current classroom practice and identify ways to create more inclusive, supportive learning environments for all pupils

Are you a school leader, aspiring leader, ISM member or teacher wishing to consider what is involved in leadership in education? Then this course is for you. Learn about theory and practice with lots of ideas and suggestions on leadership practice for your classroom or school. Various facets of leadership will be discussed with practical ideas to implement. In addition, reference will be made to various circulars, and DES guidelines for leadership and management in schools. This course will also suit teachers who may be considering applying for posts in schools or those who wish to understand what school leadership entails.

Teaching reading is rocket science! Providing effective research-based literacy instruction that meets the diverse learning needs of all students in middle and senior classes is incredibly challenging. In this course, teachers will consider the fundamentals of literacy instruction for older students and explore how to align classroom practices and instruction with the science of reading.  Participants will explore models of reading and consider how this aligns to the Primary Language Curriculum in a practical manner. Through a blend of knowledge and practical implementation, teachers will learn how to establish routines and procedures which elevate student voice and engagement across all curricular areas.  Topics include comprehension instruction, vocabulary, morphology, differentiated instruction, spelling, writing and cultivating a joyful reading community. In all areas, participants will examine both research and practice, while also availing of high quality resources to aid in implementation in middle and senior classes.  At the end of this course, participants will be more confident in cohesively planning effective instruction that aligns with the science of reading and most importantly meets the needs of all students.

Learning Outcomes

·        Identify and explore research-validated elements of literacy instruction in the middle and senior classes.

·        Develop an understanding of an effective programme of literacy development for middle and senior class pupils and the instructional implications for informing the whole school self-evaluation process.

·        Identify and examine approaches to develop students’ oral language and vocabulary both formally and informally. 

·        Develop an knowledge of the explicit nature of Comprehension Strategy Instruction across a variety of text genres and examine its use in all curricular areas.

·        Understand how explicit writing instruction can advance thinking across all subject areas.

Consider how assessment data can be used to inform literacy instruction and identify misconceptions.

Discover how play and relationships shape wellbeing in both teaching and learning. This engaging course explores how child-led play can be used in all class settings to foster wellbeing, social inclusion and nurture creativity. This course delves into social and emotional development, the nervous system and attachment—offering insights into how these elements shape our interactions, experiences and relationships. This course aims to support teachers in reconnecting with their own playful side while gaining value insights to support their own personal development. Finally, participants will be supported in devising a framework for creating a whole school plan based on Experiential Wellbeing to enhance social inclusion and in line with the Department of Educations 'Wellbeing Policy Statement & Framework for Practice.'

Learning Outcomes:

• Understand the value of child-led play through the lens of wellbeing, social & emotional development and social inclusion.
• Explore how the nervous system works and learn to identify and understand the ‘Language of the Nervous System’.
• Identify the skills necessary to nurture a supportive teacher-pupil relationship underpinned by an understanding of attachment theory.
• Look specifically at ordinary everyday interactions to foster connection, emotional balance, resilience, insight and empathy.
• Support teachers in reconnecting with their own innate playfulness to foster social inclusion.
• Explore creating a whole school plan to promote experiential wellbeing in line with the Department of Education’s ‘Wellbeing Policy Statement and Framework for Practice’, based around play and relationships (informed by educational neuroscience) in line with SSE.

The Explorers Education Programme online course aims to provide engaging activities, resources, and support for teachers to incorporate Marine Content through Science, Math’s, English, Geography, and the Arts into the class curriculum.

Launched in 2006, the Explorers Education Programme, funded and supported by the Marine Institute promotes ocean awareness, knowledge, and engagement, as well as supports ocean literacy and marine education in primary schools in Ireland.

By learning about the ocean literacy concepts; enabling us to understand the influence of the ocean on us and our influence on the ocean; as well as supporting engagement with the UN Sustainable Development Goals 12 and 14, teachers will be able to incorporate marine themes with a range of primary subjects and learning methodologies. Through a series of seashore focuses videos and activities participants will explore

• Biodiversity, and adaptation to the life on the shore,
• Sustainability fisheries and future of our coastal ecosystems
• Environmental awareness and care, and design and make
• Outdoor learning and planning fieldwork
• Using ICT to bring the Ocean into the classroom
• Methods for SSE and exploring work samples and self-reflection tools

The course provides teachers the opportunity to develop their individual and collective skills through the delivery of ocean literacy concepts and learning about the seashore online as well as through nature. The teachers will become proactive in:

• Assessing their own abilities as well as positively contributing to understanding the importance of the ocean
• Being able to communicate about the ocean in a meaningful way
• Using these skills to make informed and responsible decisions regarding the ocean and its resources in line with SDG14

Based over 5 modules, participants will use a range of pre-recorded video content, teacher resources, workbooks, and lesson plans to complete tasks. On completion participants can request a pack of Explorers Educational Resources to be sent to their school.

For more information see www.explorers.ie

Learning outcomes

• A broad range of cross curricular activities where they will develop their skills, ability and competency in active engagement
• Inclusive discussion and opportunities for facilitating challenging conversations though online platforms moderated by e-tutors and course director

This course will provide teachers with a bank of games and digital resources which they can use in their classrooms to support the teaching of Gaeilge and the facilitation of the new Primary Language Curriculum. The course will give teachers the confidence to plan and create meaningful activities around the needs of their pupils with a focus on fun, child-led learning through games and digital technologies. Teachers will be enabled to set clear objectives for their games/ICT lessons and also equipped with the skills to adapt and assess these activities. The assignment aspects of this course will be hands-on and give teachers the opportunity to practice and demonstrate their new learning. The course will provide teachers with a renewed energy and approach towards the teaching of Gaeilge, which will support them in creating a classroom where a love for the language is fostered.#

Participants will be enabled to:

• Reflect on their current practice of teaching Gaeilge
• Identify the benefits and potential of using cluichí in their teaching
• Set clear game objectives for their class using assessment and the Primary Language Curriculum as a support
• Effectively adapt a variety of games to suit their Gaeilge theme, class level, pupil needs and differentiation
• Create their own card games, board games, oral language games and physical games
• Acquire a bank of games to use upon their return to the classroom (adaptable for all classes)
• Increase their confidence around the use of cluichí  in the classroom
• Develop an excitement and positivity around the planning for Gaeilge next year through the incorporation of cluichí
• Explore a variety of online resources which support the teaching and learning of Gaeilge

This course will provide teachers with a bank of games and digital resources which they can use in their classrooms to support the teaching of Gaeilge and the facilitation of the new Primary Language Curriculum. The course will give teachers the confidence to plan and create meaningful activities around the needs of their pupils with a focus on fun, child-led learning through games and digital technologies. Teachers will be enabled to set clear objectives for their games/ICT lessons and also equipped with the skills to adapt and assess these activities. The assignment aspects of this course will be hands-on and give teachers the opportunity to practice and demonstrate their new learning. The course will provide teachers with a renewed energy and approach towards the teaching of Gaeilge, which will support them in creating a classroom where a love for the language is fostered.#

Participants will be enabled to:

• Reflect on their current practice of teaching Gaeilge
• Identify the benefits and potential of using cluichí in their teaching
• Set clear game objectives for their class using assessment and the Primary Language Curriculum as a support
• Effectively adapt a variety of games to suit their Gaeilge theme, class level, pupil needs and differentiation
• Create their own card games, board games, oral language games and physical games
• Acquire a bank of games to use upon their return to the classroom (adaptable for all classes)
• Increase their confidence around the use of cluichí  in the classroom
• Develop an excitement and positivity around the planning for Gaeilge next year through the incorporation of cluichí
• Explore a variety of online resources which support the teaching and learning of Gaeilge

The course aims to equip primary teachers with the knowledge, skills, and strategies to effectively identify, support, and challenge exceptionally able and gifted learners within primary schools. It will explore best practices in meeting the needs and interests of exceptionally able and gifted learners in mainstream contexts and provide opportunity for participants to deepen their professional knowledge, understanding and skills to create sufficiently challenging learning experiences for these learners. It will include the use of a range of pedagogical approaches and resources that facilitate differentiation, enrichment, and inclusion whilst promoting project-based and interdisciplinary learning. The course will also provide opportunity for participants to critically reflect on whole-school policies and practices that address the holistic needs of all gifted and exceptionally able learners including learners with double/ triple exceptionality with particular emphasis on supporting the development of positive wellbeing and social and emotional needs. The course will also examine ways in which teachers’ individual and collective practice can support parents and gifted and exceptionally able learners during periods of transitions.

Specific skills and practices to be developed include:

• Differentiation Approaches including curriculum compacting, acceleration, enrichment and in-class cluster models
• Universal Design for Learning
• Teacher- Learner interaction techniques to optimise challenge in learning experience
• Using digital technologies as part of a suite of enrichment activities
• Activating agency of exceptionally able and gifted learners
• Reflection on whole-school policies and practices that support holistic development of gifted and exceptionally able learners