Profession special educational needs itinerant teacher

Special educational needs itinerant teachers instruct disabled or sick children in their homes. They are specialised teachers employed by (public) schools to teach those unable to physically attend school, but also to assist the student, the parents and the school in their communication. They also fulfil the function of a social school worker by helping the students and parents with a student's potential behavioural issues and enforce, if necessary, school attendance regulations. In case of a possible physical (re)admission to school, visiting teachers advise the school regarding suitable classroom guidance strategies and advisable teaching methods to support the student and make the transition as agreeable as possible.

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Personality Type

  • Social / Artistic
  • Social / Investigative
  • Social / Realistic

Knowledge

  • Curriculum objectives

    The goals identified in curricula and defined learning outcomes.

  • Assessment processes

    Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

  • Behavioural disorders

    The often emotionally disruptive types of behaviour a child or adult can show, such as attention deficit hyperactivity disorder (ADHD) or oppositional defiant disorder (ODD).

Skills

  • Assess students

    Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

  • Observe student's progress

    Follow up on students’ learning progress and assess their achievements and needs.

  • Communicate with youth

    Use verbal and non-verbal communication and communicate through writing, electronic means, or drawing. Adapt your communication to children and young people`s age, needs, characteristics, abilities, preferences, and culture.

  • Apply intercultural teaching strategies

    Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

  • Guarantee students' safety

    Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

  • Give constructive feedback

    Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

  • Assist students in their learning

    Support and coach students in their work, give learners practical support and encouragement.

  • Liaise with educational staff

    Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.

  • Apply teaching strategies

    Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

  • Advise on classroom guidance strategies

    Recommend teaching methods and physical classroom alterations to a special needs student's educational staff to support the student and facilitate transition.

  • Liaise with educational support staff

    Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

  • Provide lesson materials

    Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.

  • Monitor student's behaviour

    Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.

  • Adapt teaching to student's capabilities

    Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

  • Demonstrate when teaching

    Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

  • Prepare lesson content

    Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

  • Show consideration for student's situation

    Take students' personal backgrounds into consideration when teaching, showing empathy and respect.

  • Assist students with equipment

    Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.

Optional knowledge and skills

cooperate with education professionals assist students with their enrolment teach secondary education class content provide social counselling keep records of attendance primary school procedures assist children with special needs in education settings secondary school procedures provide specialised instruction for special needs students learning difficulties special needs education arrange parent teacher conference counsel clients consult student's support system listen actively assist in the organisation of school events provide teacher support teach primary education class content education law