Profession special educational needs teacher primary school

Special educational needs teachers at primary schools provide specially-designed instruction to students with a variety of disabilities on a primary school level and ensure they reach their learning potential. Some special educational needs teachers at primary schools work with children who have mild to moderate disabilities, implementing a modified curriculum to fit each student's specific needs. Other special educational needs teachers at primary schools assist and instruct students with intellectual disabilities and autism, focusing on teaching them basic and advanced literacy, life and social skills. All teachers assess the students' progress, taking into account their strengths and weaknesses, and communicate their findings to parents, counselors, administrators and other parties involved.

Personality Type

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

Knowledge

• Learning difficulties

  The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

• Primary school procedures

  The inner workings of a primary school, such as the structure of the relevant education support and management, the policies, and the regulations.

• 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.

• Disability care

  The specific methods and practices used in providing care to people with physical, intellectual and learning disabilities.

• Children's physical development

  Recognise and describe the development, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• Special needs education

  The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.

Skills

• 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 in children's development of basic personal skills

  Encourage and facilitate the development of children's natural curiosity and social and language abilities through creative and social activities such as storytelling, imaginative play, songs, drawing, and games.

• 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.

• Assist children with special needs in education settings

  Assist children with special needs, identifying their needs, modifying classroom equipment to accommodate them and helping them participate in school activities.

• Teach primary education class content

  Instruct primary school students in the theory and practice of a variety of subjects, such as mathematics, languages, and nature studies, building the course content based on students' existing knowledge and encouraging them to deepen their understanding on the subjects they're interested in.

• Assess the development of youth

  Evaluate the different aspects of development needs of children and young people.

• Encourage students to acknowledge their achievements

  Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.

• Assign homework

  Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.

• Balance participants' personal needs with group needs

  Apply a variety of approaches in your practice that balances the needs of each individual with that of the group as a whole. Strengthen each individual's capability and experience, known as person centred practice, while at the same time stimulating the participants and support workers to form a cohesive group. Create a supportive and safe atmosphere for an active exploration of your artistic discipline.

• 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.

• Manage student relationships

  Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

• Manage children's problems

  Promote the prevention, early detection, and management of children`s problems, focusing on developmental delays and disorders, behavioural problems, functional disabilities, social stresses, mental disorders including depression, and anxiety disorders.

• Implement care programmes for children

  Perform activities with children according to their physical, emotional, intellectual and social needs by using appropriate tools and equipment that facilitate interaction and learning activities.

• 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.

• Assist students in their learning

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

• Prepare lesson content

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

• Support the positiveness of youths

  Help children and young people to assess their social, emotional and identity needs and to develop a positive self image, enhance their self esteem and improve their self reliance.

• Maintain relations with children's parents

  Inform children`s parents of the activities planned, program`s expectations and children`s individual progress.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Maintain students' discipline

  Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.

• Observe student's progress

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

• Provide specialised instruction for special needs students

  Instruct students in need of specialised attention, often in small groups, catering to their individual needs, disorders, and disabilities. Promote the psychological, social, creative or physical development of children and teenagers using specific methods such as concentration exercises, role-plays, movement training, and painting.

• 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.

• 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.

• 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.

• 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

Source: Sisyphus ODB