disability care
The specific methods and practices used in providing care to people with physical, intellectual and learning disabilities.
Special educational needs teachers work with and teach children, young people, and adults with an intellectual or physical disability. They use a range of specialised concepts, strategies and tools to optimise learners' communication, mobility, autonomy, and social integration. They select teaching methods and support resources to enable individual learners to maximise their potential for independent living.
Competences and skills
69 ESCO relationsEssential knowledge 8 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
4 competencesinstructional strategies
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
social development
The learning process of a child through social interaction. Among the various activities that it encompasses, social development supports children in obtaining and fortifying learning skills and having positive attitudes.
special needs learning equipment
The materials used by a special needs teacher for training students with special educational needs in their classes, more specifically tools such as sensory equipment and equipment for stimulating motor skills.
Cross-sector
4 competencescurriculum objectives
The goals identified in curricula and defined learning outcomes.
disability types
The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
learning needs analysis
The process of analysing a student's learning needs through observation and testing, potentially followed by the diagnosis of a learning disorder and a plan for additional support.
special needs education
The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.
Essential skills and competences 24 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
4 competencesassess the development of youth
Evaluate the different aspects of development needs of children and young people.
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.
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.
stimulate students' independence
Encourage students with special needs to perform tasks independently, without the help from a caregiver and teach them personal independence skills.
Cross-sector
20 competencesadapt 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.
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.
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.
- Scope note
- This includes the use of teaching devices such as diagrams and other visual aids.
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.
- Scope note
- The skill applies to all educational levels such as primary, secondary, post-secondary and tertiary education.
assist children in developing 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.
assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
assist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
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.
encourage students to acknowledge their achievements
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
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.
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.
handle 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.
maintain relations with children's parents
Inform children`s parents of the activities planned, program`s expectations and children`s individual progress.
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.
monitor children's physical development
Recognise and describe the development of children, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.
perform classroom management
Maintain discipline and engage students during instruction.
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 children's wellbeing
Provide an environment that supports and values children and helps them to manage their own feelings and relationships with others.
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.
Optional knowledge 14 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
0 competencesNo competences in this bucket.
Cross-sector
14 competencesassessment 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).
common children's diseases
The symptoms, characteristics, and treatment of diseases and disorders that often affect children, such as the measles, chickenpox, asthma, the mumps, and head lice.
communication disorders
The malfunction in a person's ability to comprehend, process and share concepts in various forms, such as verbal, non verbal or graphical during language, hearing, and speech communication processes.
communication related to hearing impairment
The phonologic, morphologic and syntactic aspects and characteristics of human communication for individuals affected by hearing impairment.
development delays
The condition in which a child or adult needs more time to reach certain development milestones than that needed by the average person not affected by a development delay.
hearing disability
Impairment of the ability to discern and process sounds naturally.
kindergarten school procedures
The inner workings of a kindergarten, such as the structure of the relevant education support and management, policies, and regulations.
learning difficulties
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
mobility disability
Impairment of the ability to physically move naturally.
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.
secondary school procedures
The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
visual disability
Impairment of the ability to naturally discern and process viewed images.
workplace sanitation
The importance of a clean, sanitary workspace for example through use of hand disinfectant and sanitizer, in order to minimise infection risk between colleagues or when working with children.
Optional skills and competences 23 competences
Occupation specific
1 competenceteach braille
Instruct visually impaired or blind students in the theory and practice of braille, more specifically in the writing and understanding of braille, the alphabet, and the writing system.
Sector-specific
5 competencesmanage resources for educational purposes
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
provide learning support
Provide the necessary support to students with general learning difficulties in literacy and numeracy to facilitate learning by assessing the learner’s development needs and preferences. Design formal and informal outcomes of learning and deliver materials that facilitate learning and development.
teach kindergarten class content
Instruct pre-primary students in basic learning principles, in preparation for future formal learning. Teach them the principles of certain basic subjects such as number, letter, and colour recognition, days of the week, and the categorisation of animals and vehicles.
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.
teach secondary education class content
Instruct students in the theory and practice of the secondary school course of your specialisation, taking into account the age of the students and modern teaching methods.
Cross-sector
17 competencesadvise on lesson plans
Advise on the ways in which lesson plans for specific lessons can be improved in order to reach education goals, engage the students and adhere to the curriculum.
attend to children's basic physical needs
Tend to children by feeding them, dressing them, and, if necessary, regularly changing their diapers in a sanitary manner.
consult students on learning content
Take students' opinions and preferences into consideration when determining learning content.
escort students on a field trip
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
facilitate motor skill activities
Organise activities that stimulate children's motor skills, especially the more challenged children in a special education context.
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.
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.
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.
organise creative performance
Organise an event in which participants can express their creativity, such as putting on a dance, theatre, or talent show.
perform playground surveillance
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
promote the safeguarding of young people
Understand safeguarding and what should be done in cases of actual or potential harm or abuse.
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.
support people with hearing impairment
Accompany the hearing-impaired to facilitate communication in various situations, such as training, work or administrative procedures. If necessary, gather information before appointments.
teach digital literacy
Instruct students in the theory and practice of (basic) digital and computer competency, such as typing efficiently, working with basic online technologies, and checking email. This also includes coaching students in the proper use of computer hardware equipment and software programmes.
digital
teach sign language
Instruct students with hearing impairments in the theory and practice of sign language, and more specifically in the understanding, use, and interpretation of these signs.
use learning strategies
Use different channels of perception, learning styles, strategies and methods to acquire knowledge, know-how, skills and competences.
work with virtual learning environments
Incorporate the use of online learning environments and platforms into the process of instruction.
digital