3rd October 2018

It is simply essential to start learning the larger part of the subject matter that is taught in school proficiently for students. Now often there are some kids who may find it really difficult to concentrate and refer to the possibilities of learning – to read, spell, express the thoughts and use appropriate grammar skills.

Address children who are gifted or specially-abled with cognitive skills and need a lot of love, care and aid to overcome the life-challenges. So as teachers’ you need to stay aware of the issues, challenges of the specially-abled children and address their individual needs. To keep an organised setting, you must comprehend your existing teaching skills along with a clear observation of the special education courses.

Some activities are laid or followed when you are trying to mark a career in the ‘special world’.

Be the navigator –

That’s very true; you work as a navigator when deciding to start a career as a shadow teacher. Becoming one you need to plan, analyse and channelize activities facilitating the learning and development concerns of the special children. Suppose one is suffering from ADHD, as a navigator you are to shadow them by directing their actions using some queues. These are basically props used by you to condition the behavioural challenges of the specially-abled child. In short, complex issues which may disrupt their individual learning process and also create irritation for the entire class-setting.

Get the parents involved –

Your shadow teacher teaching knowledge and get soaked into the pedagogical approaches as well. Anyway, another ground of involvement should be considering and consulting the parent’s opinions for effective learning. Children should need maximum support from their home and school settings. Thus, family mean parents – who are the world to every child.

A code of ethics abided by the SEN educator to conduct the activities confirms the following, “A teacher with a good understanding of the young person, supported by the SEN code of ethics, should meet parents at least termly to set clear goals, to review progress made and identify the responsibilities of the parent, pupil and school.”

In short, the code announces that the schools, colleges are tending to ensure teachers that they are to support and manage such conversations. Overall this announces the professional development of their special educator career.

Make an action plan –

The recent code of ethics reflects a good practice of the schools to properly aid the mainstream setting. Let’s check the norms mentioned, “The key principle that underpins the code is that the special education needs have a provision which affects all the staffs and thus significant functions are to be carried out to build a rapport and better the relationship with the specially-abled children and the young people. In fact, the local bodies should be considered in this respect to come forward and perform a helping task with the school authorities”.

It is in this context, the need for a proper school action plan becomes essential. According to the code of ethics, a ‘graduated approach’ formed the four actions which discuss the part of the assessment, planning, implementing the tasks or actions and finally review the entire results or outcome. The final statement views whether effective support through rigours discussion and that are revisited and refined.

Again, the set of objectives must have clear sets of outcomes which would accordingly include the academic and developmental targets. Then again the provision should be accurately recorded. All of such activities are vital to the special educator making them not just head the education to progress their individual leading talents but also count on the effective learning and developmental needs of children – which is of an utmost importance. 

In the end, the activity-based in-class learning of the special education courses meant for teachers enable them to gain a comprehensive teacher training experience.