ADVANTAGES OF labeling-and-professionals-in-special-needs-education
- It allows funds to flow more easily to the categories of exceptional children.
- It helps in data collections and analysis.
- It allows non-disabled peers to readily accept the behaviours of children labeled as disabled.
- It allows professionals to better communicate results of research when the individuals are placed in specific categories.
DISADVANTAGES OF LABELING
- Labeling magnifies an individual’s weaknesses.
- Labels can cause students to acquire negative self-concept.
- Labeling allows professionals to keep students out of regular education programmes.
- Labels cause teachers to use the so-called self-fulfilling prophecy to explain why their students do not do well.
Integration involves the process of educating all students regardless of their physical or mental handicaps alongside their non-handicapped peers.
PROFESSIONALS IN SPECIAL NEEDS EDUCATION
- SPECIAL NEEDS EDUCATION TEACHER
- special needs education teacher is the one who has specially trained in an area in special needs education to identify a need whether perceived or from personal experience and to set out to provide the research, methods and needs for exceptional children.
A special needs education teacher provides instructional services to exceptional children. He may be a teacher – consultant who provides assistance to regular education teachers who have special students in their classes. He may also be resource room teacher who provides direct service to special students. He may also serve on the assessment team.
- REGULAR EDUCATION TEACHER
- regular education teacher is the one who successfully teaches students without disabilities. He is also referred to as general education teacher. The regular education teacher has the skills in managing children without disabilities in a class because most of the skills and activities used are beneficial to the normal or average child, for example, in a mathematics lesson, the teacher used problems which most of the pupils understand but the very intelligent children may find such problems less challenging while the less intelligent ones may find them too difficult. He implement part of the educational so that I may have an exceptional child.
- RESOURCE TEACHER
The resource teacher is a special needs education teacher who has been placed in a regular school which runs integration model. For example, in Wesley College where there are visually impaired students, there are resource teachers who provide specialized assistance to these visually impaired students to make their learning less cumbersome.
- THE ITINERANT TEACHER
The Itinerant teacher is a special education teacher who travels from one school to another usually to work for a short period with the general education teacher who has an exceptional pupil in his class and to give remedial teaching to such exceptional child.
The itinerant teacher is responsible for a number duster of schools in a district and draws up a plan to guide him to move from one school to another.
THE ROLE OF AN ITINERANT TEACHER
- He gives advice to the regular teacher on how to handle special needs child in a class. It involves methods of teaching, characteristics and behaviours of exceptional child.
- The itinerant teacher gives remedial teaching in areas the child finds difficult and less chanllenging.
- He procures the appropriate resource materials for the class teacher and monitors the effectiveness of these resource materials.
- He gives orientation to non-disabled pupils, teachers and parents on how to live with exceptional children.
- He compiles records of objectives, planned programmes, assessment and cumulative records of visits to schools and evaluates their progress.
- PERIPATHETIC TEACHER
A peripatetic officer is a special needs education teacher in charge of a district or region who carries out programme of the district or region. He carries out programme of early identification, screening, referrals, counseling and advice on placement and management.
Thus, his work includes early identification of disability in children, conduction of tests to find out if the suspected disability is present and advises such children to go to the hospital etc.
He also provide counseling to the special need teacher.
- SCHOOL COUNSELLORS
The school counselor is a special needs education teacher who provides direct counseling service to exceptional children and their parents. For instance, if a disability is identified in a child, he becomes so worried that he loses hope but when he is counseled, hope returns and he returns to school.
The counselor also communicates information about each child’s progress to parents, teachers and other professionals.
They assists in gathering information from teachers, school records, parents and community agencies.
They also communicate information about each students progress to parents, teachers and other professionals. labeling-and-professionals-in-special-needs-education
- THE SCHOOL PSYCHOLOGIST
The school psychologist serves as a member of the assessment team and acts as consultants to the classroom teachers.
The school psychologists works with other professionals to conduct intelligence test on the child and to explain the test results to the classroom teacher. He also assesses children with learning difficulties and is also involved in training teachers on how to handle difficult students and to counsel such students and their parents.
- SOCIAL WORKER
The Social Worker is a professional who assists in providing additional services that are required to assist a disabled person to become integrated in society. These services include collecting information from parents, co-ordinating the effort of the community agencies and observing the students interactions and settings outside the classroom. He also provides interactions and settings outside the classroom. He also provides consultative services to parents, teachers and students.
- SCHOOL NURSE
The school nurse is in the charge of all medical cases in the school. He collects appropriate medical information regarding exceptional children. For example, a nurse may screen students with visual and hearing problems. He can also interpret students’ medical records and reports and explains their educational implications.
An audiologist measures the hearing threshold of pupils suffering from hearing impairment. H e assesses hearing loss by the use of various techniques called audiometric. He prescribes the type of help required, for example, ear washing, surgical operation, hearing aids or special teaching techniques. He also provides information on their placement and offers counseling service to parents.
- An ophthalmologist is specialist who diagnoses and treats eye diseases. He determines the cause, degree and type of visual loss.
- Optometrist specializes in the evaluation and optical correction of reflective errors by providing spectacles. If a child has a problem in reading materials because of myopia, then the optometrist can prescribe lenses that can correct that error.
12.SPEECH AND LANGUAGE THERAPIST
He is a highly trained professional capable of assuming variety of roles in assisting persons who have speech and language disorders. Speech and language therapists do more work in regular classrooms and spend time to consult with classroom teachers.
He is responsible for correcting speech and language disorders among exceptional children. He provides services for children who are defective in speech. For example, children who have articulation and voice disorders.
In special education, certain behaviours can best be managed by a psychiatrist. The psychiatrist gives information on children suffering from mental diseases to the special education team. He may also asked to serve on the assessment team.
He is a specialist who uses treatment involving the use of exercise, message, heat, cold water, electricity, weights etc to correct or relieve physical or mental conditions. He helps to prevent the development of physical disabilities and restores physical functions.
15.SPECIAL EDUCATION ADMINISTRATOR
He is responsible for supervising the provision of appropriate educational programmes for all students with special needs within the district. His primary activities include the direction of intensive special education programmes such as special schools as well as the provision of support services to special classes, resource programmes and acting as consultant to general education teachers within regular schools.
He is also responsible for in-service training programmes to help regular teachers work more effectively with special needs students.