Research On The Competency Of Teachers In Special Schools For Students With Intellectual Disabilities

The development of special education is a measure of social equality.The professional development of special education teachers is an important basis for the progress of special education.The uniqueness and complexity of special education objects determine the professionalism and irreplaceability of the work of special education teachers.As one of the main types of special education schools,special schools for students with intellectual disabilities is different from those for blind and deaf students.Therefore,different requirements are imposed.This research aims to construct a model of special education teachers' competencies and investigate the status of special education teachers' competencies,also provide theoretical basis for the future construction of teacher groups,special education schools and relevant faculty to promote the development of special education.Firstly,the behavioral event interview method,literature analysis method and questionnaire survey were used to explore the structure of special education teachers' competencies,and to build a theoretical model of it.On this basis,a 30-question questionnaire of special education teachers' competencies was prepared and evaluated.By conducting a questionnaire survey on special education teachers,the following conclusions were drawn: 1.The questionnaire of special education teachers' competencies had good reliability and validity indicators.The competency model consisted of five dimensions: professional knowledge,teaching ability,achievement motivation,social ability,and personality traits.2.The overall competencies of teachers in Schools for Students with Intellectual Disabilities were high.The older the teacher was and the longer he or she taught,the higher the score of teachers' competencies was.The scores of the teachers with higher professional titles were significantly better than those with lower ones.Male teachers had significantly higher competency scores than female teachers.In terms of teachers' qualifications,the group of excellent teachers had significantly higher competence than that of ordinary teachers.Secondly,six representative teachers were selected for further interviews,and further analysis was conducted based on previous behavioral event interviews.This paper analyzed the competency performance of teachers of different teaching ages,explored factors affecting the competency of teachers in schools for students with intellectual disabilities,including the level of education background of parents,the existing teaching system,the subject of teaching,the promotion of the combination of medical education,the degree of students' disabilities,and teaching resources.