SPECIAL EDUCATION (SPE-101)

ASSIGNMENT # 02

Submitted To: Ma’am Maryam Awan

Submitted By: Sawaira Nasir
Section: BS Psychology – 4th Semester ( B )
Topic: Teacher Developmental Perspective

Special Education
Special education is a fundamental pillar in society. It allows students to develop their abilities
correctly. It focuses on the needs of the individual to reach their greatest evolutionary potential.
It gives them the skill to perform within an inclusive society. Special Education is defined as:
“Special education is the practice of educating students in a way that accommodates their
individual differences, disabilities, and special needs. This involves the individually planned and
systematically monitored arrangement of teaching procedures, adapted equipment and materials,
and accessible settings.”

Perspectives of Special Education

Perspectives require viewing things from a different point of view in different areas of
knowledge that emerges from various situations, factors, and experiences. Talking about special
education, we have three kinds of perspectives or models that include biological or medical
model, social or behavioral model and lastly, teacher developmental model. These perspectives
give us insight to the biological causes that lead to abnormality, behavioral characteristics that
differentiate abnormality from normality and teaching practices to cope up with the deficiencies
of special children. Here, we will explain teacher developmental perspective of special
education.

Teacher Developmental Perspective

Teaching developmental perspective is a theoretical framework, which focuses on the analysis
and critique of teaching practices for the purpose of enhancing student learning outcomes. It is a
comprehensive theory, which suggests that teachers should not only focus on the subject matter,
but also on the development of students' self-awareness, social awareness, and critical thinking
skills. In this perspective, teaching is viewed as a dynamic process that involves both teachers
and students in a mutually supportive and engaging learning experience. As a teacher working in
special education, it is essential to adopt a developmental perspective to understand the unique
needs of each student and support their growth and learning. This perspective involves
recognizing that each student has their own strengths, challenges, and developmental trajectory,
and that effective instruction should be tailored to meet their individual needs.
Role of Teachers in Special Education
One of the key roles of teachers in special education is to assess each student’s strengths and
challenges and develop individualized education plans (IEPs) to support their learning. IEPs
should be based on a thorough understanding of the student’s developmental level, learning style,
and interests, as well as their family and cultural background. Teachers must also be
knowledgeable about different types of disabilities and how they can impact learning and
development. They should be familiar with evidence-based practices and interventions that have
been shown to be effective for students with special needs, such as differentiated instruction,
assistive technology, and multi-tiered systems of support.
In addition to providing direct instruction, teachers in special education must also create an
inclusive classroom environment that promotes social-emotional development and positive
behavior. This may involve collaborating with other professionals, such as school psychologists,
counselors, and speech-language pathologists, to provide comprehensive support to students and
their families. Ongoing professional development is critical for teachers working in special
education to stay up-to-date with the latest research and best practices. This may involve
attending conferences, participating in online courses, or collaborating with colleagues to share
resources and ideas.
Finally, teachers working in special education must be committed to ethical and culturally
responsive practices. This includes respecting the diversity of students and their families,
advocating for their rights and needs, and promoting a safe and inclusive learning environment
for all students. Because of the special needs of students with severe disabilities (SD) i-e students
with severe intellectual disabilities, neurological impairments, physical impairments such as
blindness or deafness etc., their teachers need specific skills and knowledge geared to aiding
them in achieving appropriate results. Several research devoted to the issue emphasizes that
teachers should be committed to educational innovation. They need flexibility to adapt to diverse
requirements and alter existing styles to work individually with students. They should collaborate
with other professionals in the educational process to align the continuity of teaching, assess all
existing needs, and provide the most appropriate help to students. Special education teachers
(SETs) bear responsibility for their students, which means they need increased understanding of
the nature of SD, ways to mitigate SD’s negative impact, and know how to navigate complex
cases.
Finally, there is a fundamental need to establish a new culture and identity of what SD are so all
students can work together, share the same goals, and benefit from collaboration. There are
specific professional qualities that should be required of teachers in this category to ensure their
ability to work with students and help them improve.
First, teachers should have additional and continuous training on how to assess the needs of
students with SD in order to create an appropriate learning environment. Teachers might also
request special classrooms that have been adapted to the existing problems to minimize risks
traditionally associated with this field of education. An inclusive classroom presupposes
cooperation among all students regardless of their ability status. For this reason, teachers might
need support from other school professionals.
Short-Comings
Because of the difficulties and specific demands of this field, special education teachers are still
in short supply despite the growing need for them. Unfortunately, many teachers have had little
training in inclusive or special education, which means they would have to master their skills
during the teaching process. Attempts to improve the situation have evolved through introducing
special courses to enable teachers to work with students with SD. These classes are designed for
traditional teachers who want to acquire the knowledge needed to expand into working with
students with SD. In such courses, emphasis is on the extra needs these students might have,
provision of new methods to work in inclusive classrooms and creation of appropriate
environments. Certification of having completed such training results in improved outcomes and
increased effectiveness of the inclusive education approach.
Conclusion
In conclusion, teachers working in special education must adopt a developmental perspective to
support the diverse needs of their students. They must be knowledgeable about different types of
disabilities, evidence-based practices, and strategies for creating an inclusive classroom
environment. Ongoing professional development and a commitment to ethical and culturally
responsive practices are also essential for success in this field.