This thesis explores the experiences of Special Needs Assistants (SNAs) in their working lives supporting children on the autism spectrum. The study problematizes the role of care in education in Ireland, analysing the disjunctions in differing conceptualisations of the SNA role between policy makers and SNA workers. A qualitative transformative methodology, using the lens of critical and feminist theory, gives voice to the SNA participants who illustrate the depth, complexity and multidimensionality of the role of special needs assisting in Ireland. Their stories draw attention to the deep inequalities present in care work in education, originating, for the most part, in the social and economic system which has become increasingly rationalised and cost-conscious under neoliberalism. The experiences of SNAs in their professional lives have broader class and gender implications which are explored throughout this research. The key contribution of this thesis for adult education is its focus on SNAs as a marginalised and mis-recognised group in our education system. It highlights the importance and impact of affective equality and care in education which has implications for SNAs, the inclusion of the students that SNAs are supporting, and to learning when care and the wider affective and relational domains of life and knowledge are often neglected.