Special educational needs teacher jobs in Finland
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.
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.
Encourage students with special needs to perform tasks independently, without the help from a caregiver and teach them personal independence skills.
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.
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.
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.
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.
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.
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.
Assist children with special needs, identifying their needs, modifying classroom equipment to accommodate them and helping them participate in school activities.
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 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.
Special educational needs teacher - Which skills are useful but not essential?
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.
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.
Take students' opinions and preferences into consideration when determining learning content.
The phonologic, morphologic and syntactic aspects and characteristics of human communication for individuals affected by 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.
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.
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.
Impairment of the ability to naturally discern and process viewed images.
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.
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.
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 learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
The inner workings of a primary school, such as the structure of the relevant education support and management, the policies, and the regulations.
The symptoms, characteristics, and treatment of diseases and disorders that often affect children, such as the measles, chickenpox, asthma, the mumps, and head lice.
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.
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.
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.
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.
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.
Tend to children by feeding them, dressing them, and, if necessary, regularly changing their diapers in a sanitary manner.
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.
The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
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.
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.
The inner workings of a kindergarten, such as the structure of the relevant education support and management, policies, and regulations.
Organise activities that stimulate children's motor skills, especially the more challenged children in a special education context.