School age children often have special educational needs. The incidence of impairments among children is showing an upward trend. Mental handicaps, special learning disabilities, physical impairments, visual, hearing disabilities, and spastics have been identified as major disabilities. The most complex challenge is that of mental impairment.
Mental handicap, in the world is about 3% while in India it is 9% in urban areas and 31% in rural areas. All children with impairments are entitled to an appropriate education, regardless of the nature or severity of their difficulty. Most children need to go to ordinary schools. Others attend special schools for all or part of their school days, sometimes moving in and out of mainstream schooling as their needs change.
While many schools should cater to the needs of special children their seems to be a dearth of trained professionals as well as awareness about the needs of this group. Non-governmental organizations are working towards bridging this gap in the school system. Over the past decade a small number of children with learning difficulties have been integrated successfully into mainstream schools. Integration policies, however, vary from school to school.
Dedicated to a cause, teachers of the handicapped have a unique ability to empathise with these children while helping them in the learning process. They attempt to provide them with the joys of learning, something they ought to have enjoyed as normal young beings in a traditional learning enviroment. It is certain that the task is daunting but each child’s experiences through the learning process offers a unique reward to the specialist teachers. This article deals with teachers of the handicapped.
Nature of Work
Disabilities in children are generally accompanied by a number of problems, both behavioural as well as related to learning or cognition .The job of special educators is complex as it demands comprehensive skills for approaching the needs and requirements of each child with special needs. The job each of these specialists do has been described here.
Teachers for the mentally retarded
These teachers teach mentally retarded children basic academic subjects in special schools, centres for the handicapped in normal schools and in institutions specially managing multiple handicaps. The process of the educational management of these children begins with assessment of their needs i.e they are generally assessed on the developmental level of their skills in various areas and courses of study are planned according to the students level of learning. Special educators generally are trained for conducting art and craft, music, drama and physical education related activities also to enhance and stimulate interest, abilities and manual dexterity of these students.
They devise instructional tools and procedures often using audio and visual equipments. Their work requires keeping records of observations, time to time interaction with other paramedical professionals such as speech therapists, physiotherapists etc. They constantly interact with parents to apprise them of the progress and to guide them on the management of any behaviours requiring modification.
Teachers for the hearing impaired
Special skills are required for teaching children with hearing impairments. The teachers for the deaf receive training for instructing pupils for the formation and development of sounds for speech, using high powered hearing aid or electrical amplifying equipment.
They teach lip reading indicating the characteristic use of lip formations and facial expressions. Specialists are equipped to teach music appreciation and speech rhythm through sense vibrations. Generally these teachers specialise in teaching either at the primary or secondary level and can adapt the curriculum to suit the needs of these children.
The responsibilities of the teacher generally encompasses counselling, guidance and interaction with the family to assist the students in their social adjustments.
Teachers of the visually impaired
Blind students use the braille system to learn. Teachers for the blind instruct students in reading and writing braille, using slate and stylus or a braille writer. The focus is on developing finer skills involving touch and hearing. Teaching mental mathematics and recognition of musical notes are some interesting activities most teachers need to be conversant with Audio cassettes and the computer touch screen are useful teaching aids for students with visual impairments.
Teachers for the physically handicapped
Children with minor physical handicaps generally are seen to be studying in normal schools. They can cope with the curriculum like all other physically fit children and are only restricted in certain physical activities.
Nevertheless, when physical handicap is related to a complex congenital phenomenon such as seen with spastic children, or in cases with multiple physical handicaps, careful management is required by a team of professionals who may not necessarily be a part of a normal school system. In such cases we find special educators working with a group of paraprofessionals in special schools.
The job of the teacher is specific to the needs of the disabled children. Basic skills such as reading, writing, speaking are taught keeping in mind the kind of handicap of the learner. In some cases where the learning of a particular skill is impossible e.g writing, the student is provided with a writer while other skills may be developing at a normal pace.
To achieve the objective of developing a balanced personality most teachers involved in teaching handicapped children need to be equipped with extra skills to teach e.g music, sports, art, craft, drama etc. to be able to enrich the learning experiences of these children. Generally a lot of emphasis is laid on overall development of these children in special schools.
Teachers for the learning disabled
Learning disabilities are managed in normal schools by providing remedial assistance. Teachers with additional training generally provide for these services. We find, early identification, management and remedial help is yet sparse and far between in our schools. Schools may seek the assistance of voluntary organisations which train special educators for providing remedial assistance to children with learning disabilities such as dyslexia. Through specialised help these children can make satisfactory progress in academic work in a normal school.
Teaching methodology and curriculum varies according to the children's individual requirements. Some children are taught subjects from the mainstream curriculum with the help of special resources. Teachers may need to devise individual learning programmes or follow programmes designed for children with specific impairment.
Facilitating children to become more confident and independent is a major part of the work. With severely impaired children the work may begin by teaching them to speak or write and to dress themselves. Impaired children have individual curriculum or specially devised programmes which bring out their strengths, helping them, for example, to understand the written and spoken word. Students with emotional and behavioral maladjustment are taught to cope with stress and to manage feelings of anger, fear or frustration. Teacher’s work to help children gain self-confidence so as to enable them to make the best of their abilities.
Children in special schools may require constant medical care and teachers have to work as a team with doctors and therapists (physiotherapist, speech therapists). Teachers may also seek guidance and help from education psychologists, social workers and parents. Special education teachers have to carry out administrative duties, write detailed assessments and evaluations, prepare lessons, correct assignments and attend meetings. Lesson preparation may involve the production of special resource materials.
Work Environment
Special educators work in special schools, well equipped for children with special needs. The job requires considerable standing , movement, and handling equipments with care. Handicapped children may need physical support.
Personal Characteristics
Children with special educational needs may also have behavioural problems. It may take a long time to win their confidence and build individual relationships. This needs firm but fair handling. The work is both physically and emotionally demanding, requiring exceptional maturity and resilience.
The teacher should be the able to remain calm under stress. Teachers have to be sympathetic, patient, persistent and enthusiastic. They must be encouraging and positive despite setbacks or apparent lack of progress. They should be able to communicate well and must have a cheerful and pleasant nature and a good sense of humour. Impairments require certain special skills e.g teachers of the deaf, need interest in communication and an acceptance on the method used i.e., the sign language.
All special education teachers have to allocate their time effectively and make full use of equipment and resources. They work as part of a team and hence relate to other professionals. It is also particularly important for special education teachers to be understanding towards parents.
Employment Avenues
Agencies/organisations/institutions working with the handicapped ,run by the government or private organisations offer job openings..
