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Sample Coursework Paper on Role and Responsibilities of a Special Needs Trainer in Teaching and Training

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Sample Coursework Paper on Role and Responsibilities of a Special Needs Trainer in Teaching and Training
Task 1

            Roles refer to the positions a member of a team assume or is assigned. It’s the part every individual plays in an institution. Responsibilities are tasks that a member is expected to carry out as per their roles.

            1.1 Trainer’s role is to establish and impart a set of competencies and skills to an individual to enable him/her perform work efficiently and effectively.  As a special needs trainer, I am endowed with specific accountabilities and deliverables to teachers and institutions with special needs learners. Key roles and responsibilities includes training plan for school teachers; developing suitable training materials and aids that help teachers to cover curriculum content   according to the ministry’s recommendation and learner’s needs; choosing relevant training strategies and methods such lectures, simulations, group exercises, use of multimedia and hands on materials; scheduling training session in schools; conducting and evaluating feedback elicited during training process; recommending useful resources required to be incorporated in the curriculum according to both the learner’s needs and the working environment and offering training and conducting presentations. As a guide to teachers and the learners, am endowed to ensuring provision of a modern philosophical overview for training materials, process and context using various training strategies.

1.2 The roles and responsibilities of special need trainers for both the teachers and the learners are guided by legislations, regulatory requirements, policies and practices enacted by the ministry of education. As a special needs trainer, my duties are guided by special education policy, procedures and guidelines. These policies suggest that as a trainer, i am responsible for designing and assessing the learning program for the student. It ranges from offering personal care to helping the instructors with instructional programs (British Columbia Teachers’ Federation, 4). Equality Act (2010) provides a guideline that it is illegal to discriminate people with disability including mental illness, poor mental growth and development. Therefore, as a trainer in special needs am obliged to providing quality-training programs to all the learners with special needs. In addition, am required to comply with Health and Safety at Work Act 1974 that provides for the safety of both the trainee and the trainer. According to this Act, it’s my duty to protect the trainee from hazardous equipment such as exposure to a beam of rays from a projector during the training the process. Statutory Code of Conduct for Teachers (2008) outline for provisions for trainer’s behaviour that should not violate the rights of the trainee (Johnson, 36). In summation, all the responsibilities enshrined to me as a trainer are guided by the collective agreement outlined in statutory legislations between the unions and government.

            1.3 A trainer’s profession is similar to other professions such as management. All professions are mandated with the role of communicating administrative policies within the organization (Simpson, 2).  As a trainer, it is my obligation to inform the learners what the institution expects of them. This is a similar task carried out by a manger in an academic institution. However, there exist boundaries in training from other professions.

  • Professional boundaries. As a trainer, there are limits that prevent me from getting too personal to the learners. These boundaries help in knowing where my role as a trainer stops and prevent me from carrying out other people’s role.
  • Policies and procedures. As a trainer, am bound to work within the stated policies and other administrative procedures. The decisions are made by the people in authority (Wallace, 8).

            1.4 The key to teaching learners is understanding how they learn, their insights and skills. As a trainer, I apply visual, auditory and kinesthetic mode of training. Different learners have different modes of learning and therefore it is of great importance to incorporate the three modes together during training. In the training cycle, I will be responsible for assessing the requirement of learners and stipulate the training program to cover all the learners’ requirement. The training manuals will be the term of reference for the learners.

Task 2

2.1 As a trainer, it’s my obligation to recognize that all learners strive for equal education, hope and future aspirations during their learning. Therefore, meeting individual needs is necessary for the following reasons:

Achieving quality; as a trainer, I have to identify learner’s weaknesses and provide corrective measure to overcome them thus, learners do not feel discriminated.

It helps in developing talents. During the training cycle, the trainer has a duty to assess and tell the skills of a learner and nurture them to help learner discover and grow his talent.

Planning training activities. Once the trainer is familiar with needs of the learner’s need, it becomes easy to plan training activities. Finally, it helps in creating interest in the learning process. Through trainers support, the learners feel supported by their trainers thus boosting their morale in the learning process.

            2.2 Initial assessment will involve gathering of information to create a coherent picture of the learner. Through this initial assessment, it will help me to categorize the learners to either on pre-vocational or vocational training program in relation to their skills, abilities and knowledge thus drawing a training plan that addresses their personal needs. Initial assessment ensures learners understand their career options, understand their strengths and make realistic choices.

2.3 Several initial assessment methods are applied in the school where I train. These methods include. (1) Appraisal forms where learner’s records of achievement and progress are captured. (2) Interviews providing an opportunity to collect learner’s information that helps in identification of the level of program suitable for the learner. (3) Formal test whereby the records of achievement provides information about qualifications, schools reports and extracurricular activities (Morse, 10-17)

            2.4 Individual learning goals are recorded in Searchlight. This is a computer package that is designed to keep records regarding learners profile ability. The program is used to assess thinking skills and abilities useful for helping the learners develop their goals.

Task 3

            3.1 A scheme of work ensures that a trainer prepares in advance the content to cover for a specified period. As a trainer in special needs, a comprehensive scheme of work taking into consideration all the internal and external requirements will be composed of the following components: Organization, Trainees level, subject, date of preparation, date of revision, syllabus topic, week, number of periods, lesson titles, objectives, key points/methods, application (homework, assignment), notes and remarks.

3.2 A lesson plan is devised from the schemes of work. Therefore as trainer, it’s my mandate to develop a lesson plan capturing the training program. A lesson plan will help me to keep in track as per the scheme. Every lesson plan sets an achievable goal aimed to be realized through training process. A well-planned lesson plan ensures student understand the concept in a continuous process and thus enhancing their performance. My lesson plan is inclusive of three aspects that ensures needs of a trainee are met. (1) The content; this is the materials contained in the curriculum and what is taught. My content is simple and is in accordance with the learner level. (2) The process; it includes the way student learn have an adjusted teaching style that ensures learner’s need are met. (3) The product; this is the manner in which students show what they have learned.

3.3 My work plan provides an avenue of ensuring that student demonstrate what they have learnt. This is inclusive of standardized test, projects and other form of assignment (Richards, 96-107).The test will enable me to gauge the ability of the learner about the taught concepts.

3.4 A well-planned lesson provides for differentiated instructions whereby two kinds of assessment ensures learner’s need are met.

First is formative assessment. In this category as a trainer, I conclude the training by giving learners a chance to ask questions. The various question raised by the learners sets a clear indication of whether the content was well covered and understood. Second is the summative assessment, it is an assessment to determine how the learner has successfully understood what was taught (Harris, 162).

3.5 My training plan uses summative assessment by giving tests, projects and performance assessment to ensure that the learner has acquired the concepts. Through the feedback, I will be able to gauge how well the student needs were met. As a trainer, I use the response from the tests, projects and direct questions as an opportunity to identify the gaps in content clarity and work on the areas the learner did not get through an interactive forum.

Task 4

4.1 Trainer-learner relationship contributes to the advancement in knowledge for the learner. As a trainer, I have established clear expectations for behaviour in two-folds: by setting rules and procedures; and by providing consequences for the learner’s behaviour. Therefore, promoting appropriate behavior and respect between the learners and myself ensures: (1) sense of purpose- expectations of the learner are set clear. (2) Encouragement of the learners to make progress-good behavior ensures that learners are able to fit in different groupings and communicate easily. (3) ensuring sense of achievement among learners-appropriate behavior ensures that trainers provides  the feedback to learners, give  rewards and incentives  for effort and success and providing strategy  that enables learner to find a lesson meaningful. (4) An opportunity for negotiations-a good trainer-learner relationship provides an opportunity for learner to interact and ask questions (Billingsley, 372-373). Additionally, lessons are adjusted due to the feedback of the leaner.

            4.2 In choosing method to use, a trainer should ensure there is equality of opportunity. Assessment test used should have validity, reliability and free from errors. The Equality Act 2010 guides me as a trainer to promote fairness through showing attention to the needs of the learners, setting clear standards of conduct expected from the learners, recognizing the abilities of the learners and nurture them to reality.

            4.3 Promoting equality will result in a harmonious environment that promotes a discussion of   sensitive matter and learners are clearly supporting each other. Therefore, as a trainer, my responsibility is to enhance learner-to-trainer and learner-to-learner environment where the best respect and discipline for every person is maintained. Additionally, the set rules and laid down guidelines ensures that the learners behave well thus living in a harmonious environment with other learners.

Task 5

5.1 As a trainer, I usually combine several training methods that include coaching/mentoring, giving lectures, group discussions and tutorials, and outdoor training. Couching gives the learners an opportunity to get training one-on-one through an encounter with a professional. I use lectures in a class format. During group discussion, the learner has an opportunity to ask question and provide ideas based on program efficiency. Sometimes I use outdoor training whereby I give learners a break from class work and this helps them develop teamwork skills.

5.2 Communication enhances sharing of ideas. As a trainer, i employ both verbal and written methods of communication during the training session. Benefits of using verbal communication are that clarity of point is enhanced, through an interactive forum; the learners are able to seek clarification from the trainer. Additionally, it is the fastest way of interaction and there is immediate feedback. Limitations of verbal communication is that it is easily forgotten and sometimes a learner cannot remember each and every point (McCroskey, 56)

Benefit of using written communication is that it ensures permanent records are made, and it is a reference for the learner. However,   some of the limitations are that written material are  limited only to people with good eye sight and its takes time to produce a written material.

5.3 Training resources used include the manuals, brochures and computer based programs. Manuals and brochures ensures learner have access to the information every time they want to make a reference thus giving them an opportunity to explore more. Computer-based programs ensure that learners are familiar with changes in information technology and they can explore more. As a trainer, I uses projector to give access to computer-based programs to the learner.

5.4 Meeting individual needs of every learner is the ultimate goal of training. Therefore, as a trainer am obliged to providing open forums where learners articulate their experiences. Sharing this information encourages the learner to appreciate his own disabilities and work towards improving.

5.5 Promoting equality within the institution will result in a harmonious environment. Therefore, as a trainer, I use several ways to ensure that equality is applied to all learners 🙁 1) Giving every learner equal opportunity to participate in training forums. (2) Providing training resources equally without discrimination against gender, race or health status. (3) Offering rewards to best performing learners. This will increase competitiveness among all learners. (4) Initiating awareness campaigns for all learners with special needs and enforcing strict rules to counter discrimination of learners with special needs by the society. (5) Offering guidance and counseling forum to all learners.

5.6 With my specialty in training learners with special needs, the training resources used include the manuals, brochures, lecture notes, brails and computer-based programs. Manuals and brochures ensures learner have access to the information every time they want to make a reference thus giving them an opportunity to explore more. Learners have access to manuals and other lecture notes at all time. Computer-based programs are modified with visual signs and audio effects ensure that learners with special needs in hearing and sight are familiar with changes in information technology and they can explore more. I have also used simulations to facilitate my training.

5.7 Communication of the finding is vital in training. As a trainer, I share the experiences I have encountered with other professions through open forums and through written reports. Discussion forums provide an opportunity for different approaches to be implemented to benefit the learners. Compiled reports provide mechanisms for implementing recommendations to suit the learner’s ability.

Task 6

6.1 Assessment provides a picture of the learner’s ability. Through assessment, the trainer is able to provide feedback and guiding instructions, evidence of progress and evaluation of the curriculum. There are three types of assessment that I use: (1) formative assessment- observing the learners work through informal or formal as a written test. Feedback to the learner is immediate. (2) Interim assessment-use o projects, assignment and written test. Learners’ understanding is evaluated with the feedback in the test. (3) Summative assessment-usually at the end of learning. It includes use of standardized tests (Cross, 29). Use of the assessment tests helps trainer to identify gaps in learners understanding and weave remedies.

6.2 As a trainer, I use both the formative and summative assessment as away to identify the capabilities, gaps and the understanding of the learner. Additionally, the institution am working in also uses the two modes of assessment for their learners.

6.3 Learners perform better in-group work only if they are involved in developing assessment process. Peer assessment involves learners assessing the contributions of each other using a defined criterion. Self-assessment involves learner evaluating his own contribution based on set criteria. Both self assessment and peer assessments increases learners autonomy, raises the role of learner from being passive to active, enables student develop understanding about their subjectivity and own judgement.

6.4 In an assessment, the use of questioning provides an interactive forum whereby the learner is given feedback about their concern by the trainer. At my institution, I have been able to check learner’s knowledge, comprehension and application ability of the concepts.

6.5 Through a practical assessment, learners have demonstrated their practical skills through performing presentations to other learners and have engaged to competitive presentation with other institutions to national levels. This signifies that the curriculum has been well executed according to the ministry’s requirement.

6.6 Assessment for learning model provides quality feedback to learners. I communicate with other professional and learners by providing through correction and recommendation to improve in a certain piece of work. This kind of interaction acts as an incredible motivator to the learners

Task 7

7.1 Planning, delivering and assessing inclusive training is enhanced through instructional process. First, it involves planning instructions, which comprises realizing expectations and identifying materials to foster the outcomes. The second step is delivering the instructions to the learner through training them. The third step assessing the learner’s achievement of the outcomes.

7.2 As a trainer the three steps of instructional process is an essential element that I use to assess the appropriateness of the training forum provided to the learner. Planning helps me to establish a sense purpose and focus on subject matter. Instructional plans help save valuable time and provide set of objectives and assessment plans.

Task 8

8.1 My role as a trainer is limited to the ministry’s curriculum expectations. Inclusive training practices are tied up to ensuring that the objectives of the curriculum are met. Therefore, it’s my responsibility to implement effective planning, delivery and assessment of the learner’s ability to ensure that the three domains of objectives are enhanced. In cognitive domain, it involves assessing the intellectual aspects such as interpreting, applying and critical thinking. The affective domain involves assessing learner’s preferences, values and feelings. Lastly, the psychomotor domain that involves all the physical and manipulative activities (Simpson, 60) Enhancing the three domains indicates that the training practices have been fully implemented and effective.

8.2 Collaboration with other teams is one way of improving performance. (Knight.139). Areas of improvement I need to undertake includes: first as a trainer I need to advance knowledge on special need’s curriculum. This will equip me with the current areas of concern regarding learners evolving need. Second is to devise a qualitative instructional plan that will ensure that the three objective domains, that is, psychomotor, affective and cognitive domains for the learners are effectively implemented. Lastly, reviewing current articles, journals and books relating to training special needs learners to equip myself with the current trends and the dynamism in learner’s objective domain. 

 

 

 

           

 
 
 
 
 
 
 
 
 

 

 

           

 

 

 

 

 

 

 

 

 

Works cited

Angelo, T.A. and Cross, K.P., 1993. Classroom assessment techniques: A handbook for    college             teachers. San Francisco: Jossey-Bass.

Billingsley, B.S., 2004. Promoting teacher quality and retention in special education. Journal        of learning disabilities, 37(5), pp.370-376.

Chappell, C. and Johnston, R., 2003. Changing Work: Changing Roles for Vocational       Education and Training Teachers and Trainers. National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no.     936; $27.50 Australian).

Gal, E., Schreur, N. and Engel-Yeger, B., 2010. Inclusion of Children with Disabilities:    Teachers’ Attitudes and Requirements for Environmental Accommodations. International    Journal of Special Education, 25(2), pp.89-99.

Gravells A & Simpson S (2014) The Certificate in Education and Training London Learning         Matters

Harris, R., Simons, M., Hill, D., Smith, E., Pearce, R., Blakeley, J., Choy, S. and Snewin, D.,        2001. The Changing Role of Staff Development for Teachers and Trainers in Vocational         Education and Training. National Centre for Vocational Education Research, 252        Kensington Road, Leabrook, South Australia 5068, Australia.

Kelly, D., 2014. A handbook for translator trainers. Routledge.

McCroskey, J.C., Richmond, V.P. and McCroskey, L.L., 2006. An introduction to             communication in the classroom: The role of communication in teaching and training.       Allyn & Bacon.

Richards, J.C. and Renandya, W.A., 2002. Methodology in language teaching: An anthology of    current practice. Cambridge university press.

Rothstein, L. and Johnson, S.F., 2009. Special education law. Sage.

Sherry, L.C. and Morse, R.A., 1996. An assessment of training needs in the use of distance          education for instruction. Educational Technology Review, pp.10-17.

Simpson, E., 1971. Educational objectives in the psychomotor domain. Behavioral Objectives in   Curriculum Development: Selected Readings and Bibliography, p.60.

Stacks, D.W. and Salwen, M.B. eds., 2014. An integrated approach to communication theory       and research. Routledge.

Stiggins, R.J., 2005. Student-involved assessment for learning. Prentice Hall.

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Turnbull, A.P., 1995. Exceptional lives: Special education in today’s schools. Merrill/Prentice         Hall, Order Department, 200 Old Tappan Rd., Old Tappan, NJ 07675..

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