Special educational needs teacher secondary school jobs in Finland
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.
Special educational needs teacher secondary school - Which skills are essential?
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
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.
Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
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.
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Follow up on students’ learning progress and assess their achievements and needs.
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.
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.
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 learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
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.
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.
The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Support and coach students in their work, give learners practical support and encouragement.
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.
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.
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 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.
Special educational needs teacher secondary school - 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.
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.
Communicate with multiple parties, including teachers and the family of the student, to discuss the student's behaviour or academic performance.
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.
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
Set up joined and individual meetings with students' parents to discuss their child's academic progress and general well-being.
Impairment of the ability to naturally discern and process viewed images.
Impairment of the ability to discern and process sounds naturally.
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
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.
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.
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.
Keep track of the pupils who are absent by recording their names on a list of absentees.
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.
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.
Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.
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.
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.
Organise activities that stimulate children's motor skills, especially the more challenged children in a special education context.