disability care
The specific methods and practices used in providing care to people with physical, intellectual and learning disabilities.
Special educational needs teachers at secondary schools provide specially-designed instruction to students on with a variety of disabilities on a secondary school level and ensure they reach their learning potential. Some special educational needs teachers at secondary 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 secondary 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.
Competences and skills
59 ESCO relationsEssential knowledge 6 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
2 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.
Cross-sector
4 competencescurriculum objectives
The goals identified in curricula and defined learning outcomes.
learning difficulties
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
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.
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 25 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
6 competencesassess the development of youth
Evaluate the different aspects of development needs of children and young people.
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.
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.
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.
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.
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
19 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 students in their learning
Support and coach students in their work, give learners practical support and encouragement.
compile course material
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
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.
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.
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 relations with children's parents
Inform children`s parents of the activities planned, program`s expectations and children`s individual progress.
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.
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.
monitor developments in field of expertise
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
monitor student's behaviour
Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.
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.
Optional knowledge 8 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
0 competencesNo competences in this bucket.
Cross-sector
8 competencesadolescent socialisation behaviour
The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
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).
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.
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.
mobility disability
Impairment of the ability to physically move naturally.
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 20 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
3 competencesfacilitate teamwork between students
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
manage 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.
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
17 competencesarrange parent teacher meeting
Set up joined and individual meetings with students' parents to discuss their child's academic progress and general well-being.
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 in the organisation of school events
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
assist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
consult student's support system
Communicate with multiple parties, including teachers and the family of the student, to discuss the student's behaviour or academic performance.
consult students on learning content
Take students' opinions and preferences into consideration when determining learning content.
develop course outline
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
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.
keep records of attendance
Keep track of the pupils who are absent by recording their names on a list of absentees.
monitor educational developments
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
oversee extra-curricular activities
Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.
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.
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
work with virtual learning environments
Incorporate the use of online learning environments and platforms into the process of instruction.
digital