Every child is guaranteed the right to receive education, so the State ensures the availability of various forms of education. Ensuring equal access to quality education for children with special educational needs in general education institutions is determined by various factors. First of all, these are the specifics of the organization, content, methods of teaching and upbringing of such children. The problem of choosing the forms of education in general education schools for children with special psychophysical development and disabilities is now extremely acute. Accordingly, it is necessary to implement such forms of education of these children that would contribute to the preparation of a person for life in a changing information society.
Purpose of Education
The purpose of education is to overcome social, physiological and psychological barriers to introducing a child with special needs to general education. Moreover, training should be aimed at introducing them to culture and life in society. The educational environment should influence the conditions of personality formation, creating opportunities for its development contained in the social and spatial-subject environment. In the future, it should allow a person with special needs to become an equal member of society, reduce the risks of their segregation and isolation.
Meeting the Learning Needs
A teacher in their professional activity in the implementation of needs testing standards-based instruction should adapt and design programs, lesson summaries and educational activities. First of all, it is necessary to make changes to existing local regulatory and regulatory documents and create a barrier-free environment (Reindal, 2021). Teachers need to learn how to design the educational process taking into account the implementation of adapted educational programs. As for meet the learning needs of children with special needs, it is necessary to build the learning content in accordance with the needs and capabilities of each student.
Ethical Frameworks and Professional Practice Standards
The importance of observing the ethical framework for a teacher is due to the conditions of their work, where they have a special object for influence in the form of a child with special needs. The ethical training of a teacher has increased public attention due to the great responsibility of the teacher. They are required to be more tactful, sensitive and responsible when working with children with special needs. Providing maximum freedom of choice for self-expression is considered very important in the humanistic view (Higgins, 2020). The professional ethics of a teacher considers the application of the principles of delicacy in relation to children with special needs to be an important component of pedagogical skill.
A teacher working with special needs students should adhere to the standards of professional practice. This labor function will require the teacher to analyze approximate and typical educational programs. Professional standards will also be an important criterion for evaluating and selecting textbooks, teaching aids and other materials. The use of standards in the development and updating of curricula, lesson plans and assessment tools will help create an inclusive environment for children with special needs.
Resources Teachers Should Seek
In the presence of students with special needs, the problem of professional self-development of a teacher becomes particularly relevant. The teacher needs to choose resources that increase the professional competence of the teacher and the quality of their professional activities. These can be papers that give value orientations on satisfaction with the results of professional self-development. Constant study of resources of this kind will allow the teacher to deepen their understanding of cultural, ethnic, gender differences and differences in learning among their students.
Types of Professional Activities and Learning Communities
Organizing the educational process, it is necessary to focus on the formation of learning, communication, cognition and creativity mechanisms among students with special needs. To solve this problem, teachers need to learn to use these mechanisms themselves (Jude, 2020). This means that lifelong learning becomes extremely important; this process can be carried out with the help of various types of professional activities. Thus, self-education serves as a means of increasing the level of professional skills of a teacher by reading scientific papers, watching educational videos.
An effective form of teacher education is also participation in scientific and practical conferences of various levels. This opens up wide opportunities for penetration into learning communities that also facilitate lifelong learning. Participation in conferences allows a teacher to get acquainted with the experience of colleagues not only from other schools of the country, but also from abroad. Such learning communities contribute to the expansion of the general, pedagogical and scientific horizons through interaction with representatives of different cultures. In turn, this has a positive effect on the quality of the teacher’s pedagogical activity when working with children with special needs.
The special educational needs of developmental children manifest themselves in varying degrees of severity and in different combinations. This requires the teacher to be able to build a variety of forms of learning organization – from differentiated to inclusive. In order to successfully build special training, they need to adhere to the principle of lifelong learning and regularly improve as a specialist. This is the only way to achieve a successful adaptation of a child at school and to receive an education that will be one of the conditions for their integration in later adulthood.
Higgins, A. (2020). Paradigms, distance learning, education, and philosophy. Journal of Open, Flexible, and Distance Learning, 24(2), 4-14.
Jude, C. J. (2020). An assessment of the attitudes, beliefs philosophy of education for exceptional children. Shared Seasoned International Journal of Topical Issues, 6(2), 55-60.
Reindal, S. M. (2021). Considering diversity in (special) education: Disability, being someone and existential education. Studies in Philosophy and Education, 40(2), 365-380.