More than 18 000 special needs assistants (SNAs) are employed in Irish schools. According to the Department of Education (DE), their primary function is to support the care needs of students with additional needs, assist teachers, and ensure that students can access education. Recently, SNAs have been campaigning for greater recognition of their contribution to the Irish education system. This campaign has highlighted several critical issues that impact SNAs working in Ireland, including entry-level training and qualifications, ambiguity regarding their role and responsibilities and a need for access to ongoing professional development. Recognising the genuine contribution of SNAs to the Irish education system and addressing some of the known inequities they experience is of particular interest to the author of this paper. The author works in a special education setting where forty-one SNAs comprise 80% of the staff. Hiring graduates for the role and investing heavily in their professional development has been transformative for this school. The contribution of SNAs in this setting is extensive and has enabled the school to thrive whilst serving a student population with highly complex learning and behavioural needs. This paper begins with a brief examination of the history and current interpretation of the SNA scheme. This is followed by a critical analysis of some of the key issues concerning the employment of SNAs and a consideration of how SNAs are uniquely recruited, deployed, and supported in the author’s setting. It is argued that by addressing the critical issues impacting the current SNA scheme, we can advance the broader cause of inclusion in the Irish education system.