Early years special educational needs teacher jobs in Finland
Early years special educational needs teachers provide specially-designed instruction to students with a variety of disabilities on a kindergarten level and ensure they reach their learning potential. Some early years special educational needs teachers work with children who have mild to moderate disabilities, implementing a modified curriculum to fit each student's specific needs. Other early years special educational needs teachers assist and instruct students with intellectual disabilities and autism, focusing on teaching them basic literacy and life 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.
Early years special educational needs teacher - Which skills are essential?
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.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
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.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Evaluate the different aspects of development needs of children and young people.
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.
Follow up on students’ learning progress and assess their achievements and needs.
Recognise and describe the development, observing the following criteria: weight, length, and head size, nutritional requirements, renal function, hormonal influences on development, response to stress, and infection.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
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.
The specific methods and practices used in providing care to people with physical, intellectual and learning disabilities.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
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.
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.
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.
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.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
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.
Provide an environment that supports and values children and helps them to manage their own feelings and relationships with others.
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.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
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.
Tend to children by feeding them, dressing them, and, if necessary, regularly changing their diapers in a sanitary manner.
Maintain discipline and engage students during instruction.
Support and coach students in their work, give learners practical support and encouragement.
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.
The goals identified in curricula and defined learning outcomes.
The inner workings of a kindergarten, such as the structure of the relevant education support and management, policies, and regulations.
The teaching methods, equipment and settings used to support students with special needs in achieving succes in school or community.
Inform children`s parents of the activities planned, program`s expectations and children`s individual progress.
Stimulate students to appreciate their own achievements and actions to nurture confidence and educational growth.
Early years special educational needs teacher - Which skills are useful but not essential?
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.
Encourage students with special needs to perform tasks independently, without the help from a caregiver and teach them personal independence skills.
Take students' opinions and preferences into consideration when determining learning content.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
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.
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
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.
Impairment of the ability to naturally discern and process viewed images.
Impairment of the ability to discern and process sounds naturally.
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.
The symptoms, characteristics, and treatment of diseases and disorders that often affect children, such as the measles, chickenpox, asthma, the mumps, and head lice.
Impairment of the ability to physically move naturally.
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.
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).
Understand safeguarding and what should be done in cases of actual or potential harm or abuse.
Observe students' recreational activities to ensure student safety and well-being and intervene when necessary.
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.
Incorporate the use of online learning environments and platforms into the process of instruction.
Analyse policy issues which impact on students’ experience of education. 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.
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.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Organise an event in which participants can express their creativity, such as putting on a dance, theatre, or talent show.
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.
The emergency treatment given to a sick or injured person in the case of circulatory and/or respiratory failure, unconsciousness, wounds, bleeding, shock or poisoning.
Organise activities that stimulate children's motor skills, especially the more challenged children in a special education context.