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ENHANCING SKILLS AND COMPETENCE OF TEACHERS IN SPECIAL EDUCATION

MEANING OF SPECIAL EDUCATION:

Special education is instruction that meets the special education and related needs of an exceptional child. It is distinguished from education program regular non-exceptional children, for some rare quality, rarity, worthy of mention. It's something special - special materials, special techniques training, special equipment and special assistance and special facilities necessary for special categories of children with special needs. For example,

• Children with visual impairments may require the reading materials in large print or Braille.
• Children with hearing problems may need hearing aids, auditory training, lip reading, etc.
• Orthopedically disabled children may require wheelchairs, and disposal architectural barriers
• Mentally retarded children may need professional training.

Related services such as the special transportation, medical and psychological evaluation, physical and occupational therapy and counseling may be necessary if special education is to be effective.

EDUCATION SPECIAL EDUCATION:

Special education can be viewed in terms of who, what, where and how? Special education for exceptional children whose special needs require a software or capabilities individualized education.

Who? An interdisciplinary team of professionals, special educators, teachers regular classroom, psychologists, speech therapists, physiotherapists, medical specialists have the primary responsibility of helping children maximize their exceptional capabilities.

Special education What? Is sometimes differentiated by their regular education curriculum, ie it being taught. For example, self-teaching self-help skills or training in reading and writing Braille is an important part of the curriculum for children severely disabled (blind) in special education institutions are not in regular education, the school system dictates the curriculum, but education special individual needs of the child determines the curriculum.

Where? Special education can be identified by the place is done. Whereas regular education offered in the regular classroom, special education can be provided in the special class, resource room, the special school or residential school.

How? Special education can be distinguished from regular education by the method used by teachers. A special educator, you can use sign language to communicate with their students. Another special education teacher may use task analysis and skills training for children with mental retardation. Yet another special educator can use multi-sensory approach and training, while teaching a process of learning disabled child.

Exceptional children require special education which includes three elements, and these are:

ü Training of professionals such as teachers, educators, psychologists, physiotherapists and other professionals are required.

special curriculum ü do for children who adapt to the different areas of exceptionality, such as mental retardation, giftedness, deafness, blindness, orthopedic disability, paralysis brain and social and emotional problems, and

ü Some services, including special construction features study materials, and the team also has collected for this purpose.

NCERT: ROLE IN TEACHER EDUCATION: The National Research Council and Teacher Training (NCERT) serves as advisor to the Ministry of Education and Welfare. NCERT has before, a Special Education Department of Training faculty within the cells and special education in all its four Regional Education colleges. She is a pioneer in the management of key and six months of training resources Teachers at its headquarters and multi-category of teacher training in the four Regional Institutes of Education. About 100 teachers are trained each year. The structure of course includes extensive coverage to enable teachers to develop skills to handle major weaknesses.

REGIONAL INSTITUTES:

The Regional Institute of Education also at B. Ed and M. Ed with specialization courses in an area of special education until recently. In the center, several programs in the service also runs to Directors of the diet, special education teachers SCERTs, PIED control block several times.

SKILLS:

The following skills are to be developed for the preparation of special education teachers.

v The practical skills in observing children, both individually and in groups to help teachers improve their perception of changes in learning of children and behavior and develop their awareness of the variation in the circumstances of children (home-school difficulties).

v Assessment of educational needs of children with special physical, sensory, emotional, behavioral or learning needs of their parents, and the value of the contribution that parents can make to the development of their children.

v Understanding the practical steps necessary to meet special needs of children and the ability to adopt the attitude should be appropriate to address particular problems and assess the need for modifying the organization of the school or classroom to curriculum teaching techniques.

v Assessment of special services for children with special needs and their families counseling services available to teachers. This could be developed by inviting professionals from various departments to visit the university so that through the discussion, students can learn about the work of teachers in relation to other professionals, can make contributions that different specialists, services they expect of them, and the type of question for them.

v Knowledge of the range of career opportunities and special education professionals and the availability of more qualification in special education.

According to Secretary of Commission on achieving necessary skills (SCAN), a study commissioned by the Secretary Department of Labor, basic skills are essential for several special education teachers. These skills are divided into three parts and five Foundation skills.

The three parties Foundation includes basic reading, writing, mathematics, speaking and listening. For special education teachers Basic skills are very important. Another personal attribute is foundational qualities. This includes self-management, integrity, self-esteem, sociability and responsibility. This is similar to two variables - social skills and interaction with others. The third pillar is the ability thinking skills. This includes creative thinking, decision making, problem solving, knowing how to learn and reason.

Competences of teachers:

1. The scans of the study also examined five areas in which special education teachers need to demonstrate competence. Being able to work with a variety technology was identified as one of the five SCANS skills. More specifically, teachers must have the knowledge to select and apply procedures, tools or equipment for work-related situations, as well as maintain and troubleshoot if necessary. Having a knowledge of technology is considered important for people in this occupation.

The second competition listed in the SCANS study addresses handling Resources. Education Teachers particular must be able to plan, organize, identify and allocate resources as time, money, materials, facilities and people.

A third area of competition system is the ability, knowledge and understanding of social organization, and technical systems is becoming increasingly important for teachers today.

The fourth competition is the ability to acquire, organize, interpret and communicate information. This attribute is a combination of input and mental processes.

The last competition presented in the SCANS study is the interpersonal skills.

Regular educators should teach the following skills and competencies in them:

Teaching basic skills:

These include: a) literacy skills (reading, arithmetic, writing, spelling, study skills,

speaking)

b) maintenance of life skills (health, security);

c) personal skills development (moral conduct issues basic life).

Classroom management:

This includes developing skills in selecting appropriate techniques to manage individual and group behavior. It requires mastery of techniques of behavioral analysis, alter the group of orientation transitions, provision of materials and crisis intervention.

Professional Consultation and Communication:

Incorporation ago urgent than in the regular classroom teacher competition develops in the way of consulting and communicating with these professionals. Teachers should know how to collect and report the type information that will be most useful to practitioners.

Reference:

Teacher should know how to collect useful data for the diagnosis and how to relate to the child.

Individualized instruction:

Teachers must be experts in the evaluation of the individual student's needs and design instruction to meet the needs of the thesis. This does not mean that every child must be taught so single. This means allowing children to carry out a preferred mode of learning.

Interaction skills:

Teacher must be able to interact successfully with parents, siblings, children. He or she should be able to interact and collaborate with others in school.

Guidance entry strategies in the inclusion of:

Teachers must be able to prepare special students, and regular class integration. This also includes training for parents of all children for normalization. He or she should be able to develop positive attitudes towards integration.

Identification and assessment of children:

Teacher should be able to observe children in various settings without affecting their behavior. Teacher should be able to identify children with special needs and assess your needs, use and interpret measures of individual assessment.

Targets:

Teacher should be able to set appropriate goals for the exceptional child. Goals should be realistic, measurable and also provide an opportunity for optimal development of the possibilities for these children.

Adjusting the curriculum:

Teacher should be able to adjust the curriculum to match the capacity, needs and interests of disabled children.

Using teaching strategies:

Teacher should be able to plan and execute a variety of teaching techniques.

Promoting Classroom Climate:

Teacher should be able to promote acceptance of individual differences among children. Teacher should be able to conduct classroom activities to promote interaction among students.

Resource Manager:

Teacher should be able to manage resources that can be used for instruction of disabled children.

 

 

Assessment and Monitoring:

Teacher should be able to assess the extent to which the needs of disabled children gathered in the classroom to assess the adequacy of resources for these children modify their methods and materials to meet their needs.

As the regular teacher has to work as a team member, it is important that appreciating the role of special educator as well. On the basis of the tasks the special educator is required to perform the following skills should be inculcated by educators special.

Special educators must have the ability to

1. Observe the child's behavior consistently.
2. Evaluate the current situation and the needs of special children.
3. Developing individualized education programs.
4. Write report on the basis of the collected data.
5. Interacting with others to build relationships and collaborate.
6. Communicate results to other staff members and parents.
7. Change attitudes and advocate for them.
8. Carry out repair work.
9. Assessing and monitoring methods, materials and progress.
10. Develop and administer treatment programs.
11. Solve problems and deal with different situations that may arise due to the unique needs of children special.

CONCLUSION:

In the modern era, a teacher has responsibilities that our society enumerable becomes very complex. Teacher has to perform the functions to develop several special children. The most important qualities of teachers are sincerity, honesty and participation in education. Knowledge of the education, training and instruction can be effectively used by incorporating important basic skills and learning strategies and language skills, the ability to solve complex problems through idea generation, planning performance and social skills through instruction, service orientation and social perception in handling special children.

About the Author

D. NIRUPALINI
Lecturer in Special Education
Chennai

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