Education of people with special needs

The general objective: To provide participants with the necessary educational care knowledge for people with special needs and to learn about teaching methods for people with special needs in addition to the teacher's role in dealing with them and the family's role in the educational and rehabilitative process for people with special needs. The concept of special education is a set of specialized educational programs provided to people with special needs, in order to help them develop their abilities to the maximum extent possible, achieve their self-identity, and assist them in adapting to individual differences and needs. Also, special education is the education and teaching of individuals who cannot study in general education programs (regular) without modifications in the curriculum, means, teaching methods, or consideration of the individual's disabilities. It is also defined as the organized goal-oriented services provided to the non-ordinary child to provide suitable conditions for healthy growth that leads to self-fulfillment through realizing and developing their potential to the highest level they can reach, and to recognize and accept their abilities in an environment filled with love and sensitivity. While special education is specifically designed for students with special needs, remedial education can be designed for any student, with or without special needs; in most developed countries, teaching methods and environments have been modified to provide the maximum number of students in mainstream educational environments. Training Package Topics First Training Day First Training Session: Introduction to Teaching People with Special Needs Concept of special education. Goals of special education. Principles of special education. Categories of special education. Classifications of disabilities and types of people of determination. Characteristics of students with special needs and methods of care. Educational care for people with special needs. Second Training Session: Teaching Methods for People with Special Needs Diagnostic remedial teaching strategy. Direct teaching strategy. Learning through play strategy. Second Training Day First Training Session: Continued Teaching Methods for People with Special Needs Multiple intelligences strategies. Educational packages. Characteristics of teachers of students with special needs. Second Training Session: Enrichment teaching for people with special needs Brainstorming strategy. Peer teaching strategy. Focused questioning strategy. Sequential mapping strategy. Third Training Day First Training Session: Managing Classrooms for People with Special Needs What is classroom management? Organizing the physical environment in classrooms for people with special needs. Maintaining order, establishing rules, classroom and school instructions. Providing an emotional and social climate in classrooms for students with special needs. Providing educational experiences. Managing student behavior. Time management. Second Training Session: Care Programs for People with Special Needs Gifted care programs. Individualized education program. Isolation in special classrooms. Inclusion programs (mainstreaming). Fourth Training Day First Training Session: Educational Technology for People with Special Needs Concept of educational technology for people with special needs. Importance of educational technology for people with special needs. Educational tools used with people with special needs and their characteristics. Obstacles to using educational technology for people with special needs. Second Training Session: Behavioral and Emotional Manifestations of Learning Difficulties Concept of behavioral disorders. Psychological and behavioral characteristics of people with learning difficulties. General manifestations of people with learning difficulties. Behavioral manifestations of people with learning difficulties. Features that distinguish children with learning difficulties. Programs for treating learning difficulties. Fifth Training Day First Training Session: The Teacher's Role in Dealing with People with Special Needs Role of the special education teacher. Characteristics of the special education teacher. Methods of teaching students with special needs. How to deal with individuals with special needs. Second Training Session: The Family's Role in the Educational and Rehabilitative Process for People with Special Needs What does involving the family mean? Family responsibility towards people with special needs. Family participation in implementing the treatment plan. Methods parents can use to support and succeed in the educational process with their child's team. Sixth Training Day First Training Session: Diagnosing Intellectual Disabilities Concept of intellectual disability. Classification of intellectual disability. Diagnosing intellectual disability. Goals and importance of diagnosis. Diagnostic tools. Problems in measuring and diagnosing disabilities. Second Training Session: Rehabilitating People with Special Needs Individualized educational programs. Individualized teaching based on the principle of individual differences. Rehabilitating people with special needs. Seventh Training Day First Training Session: Challenges of People with Special Needs How to overcome disability. What are the rights of people with special needs? Challenges faced by people with special abilities. Stories and models of heroes with special abilities. The impact of the surrounding environment on people with special abilities. The community's duty towards people with special abilities. Second Training Session: Evaluation for People with Special Needs Evaluation and its types. Diagnostic evaluation. Components of diagnostic evaluation. Therapeutic and enrichment activities. Steps of diagnostic evaluation. Questions raised about diagnostic evaluation. How to diagnose learning problems and treat them. Diagnostic tests for people with special needs. Useful administrative instructions and regulations for the trainer: Training methods used in programs: Generally, the trainer tends to use the following training methods: (Educational activities (workshops), cooperative learning, training lectures, role-playing, brainstorming workshops). Training tools used in programs: Laptop, data projector, white display screen, two flip charts, flip chart stand, large colored pens, audio equipment, transparent adhesive tape. Required features of the training hall: 1. Availability of a nearby mosque or prayer room, not more than 50 meters away (for women’s and men’s courses, separate prayer spaces are necessary). Prayer times are observed with each call to prayer, allowing trainees to prepare and perform prayers, not exceeding 20 minutes including break and prayer time. 2. Suitable, clean, and nearby restrooms (for women’s and men’s courses, separate restrooms close to the hall). 3. Organized, appropriate, safe parking for trainees close to the training hall. 4. Directional signs inside the venue bearing the institution's name, program, trainer, course location, date, and start/end times. 5. The hall should be spacious, clean, with additional space inside for practical exercises. 6. Seating arrangements should be coordinated with the trainer, with women’s and men’s seats separated according to our Sharia, principles, and societal values. Seating can be in a U-shape, V-shape, or circular workshop style, with adjustable and movable tables and comfortable, mobile chairs. The trainer and trainees should agree on a seating arrangement that ensures comfort, good eye contact, and ease of movement. 7. Good audio equipment with a portable wireless microphone. 8. A table for the trainer’s tools, including the laptop, bags, and training materials. 9. A large display screen and a large flip chart. 10. Coordination with the hall management for hanging explanation papers on a stand or wall. 11. Proper ventilation and air renewal capability. 12. Good lighting, with white light improved. 13. No distracting images or content conflicting with values or advertisements for other entities. 14. For courses with a TV circle for male and female trainees, ensure the TV circle is ready, with two screens—one for training display and another for the trainer’s video, with wireless microphones for communication between the two halls. 15. Smoking inside the training hall, corridors, or restrooms is strictly prohibited. 16. Cleaning staff should organize, clean, and deodorize the hall before the training program and during breaks. 17. The hall should be ventilated an hour before the program begins to refresh the air, energy, and oxygen, and periodically during each break. 18. Trainees’ notebooks and chairs should be arranged and checked for usability before and during breaks. 19. The organizing body and course management should prepare a list of trainees’ names for easy acquaintance and for the trainer to know them. 20. Printing trainee cards bearing the training organization’s logo, Success Skills logo, program name, and hanging them on the trainer’s chest; these cards are collected from the course secretary at the hall entrance and returned after the trainee leaves to record attendance and regulate the system. 21. Hall decor colors should be light and calm. 22. Excess chairs beyond the number of trainees should be removed periodically. 23. Two high chairs should be provided for the trainer to enable attendees to see the trainer during activities and while seated. 24. A printer should be available in the training hall for printing urgent training forms. 25. A reception table should be placed outside the hall entrance, managed by the course secretary for welcoming trainees, coordinating attendance and departure, and answering inquiries. 26. A welcoming stand outside the hall bearing the institution’s name, logo, program, trainer, course location, date, and start/end times, welcoming participants. 27. A large advertising board inside the hall behind the trainer, bearing the institution’s name, logo, program, trainer, course location, and date. 28. Welcome and motivational posters for trainees at entrances and corridors leading to the course venue. 29. Regularly check the cleanliness, deodorization, and sterilization of restrooms, with welcoming signs for trainees. (Refer to appendices — Ideal Design Appendix for the Training Hall) The buffet: A buffet for trainees twice daily, including water, fresh juices, pastries, tea, coffee, cappuccino, and cake (with attention to renewal, innovation, and presentation). Also, the following items are placed on the trainees’ table, with each trainee receiving: 1. A large, fresh, cold, original, healthy water bottle. 2. A clean glass cup beside the water bottle. 3. A new pack of tissues on the trainees’ table. 4. A selection of refreshing candies that melt in the mouth, containing natural sweets to help energize. Notebooks and educational materials: The trainer will provide the course coordinator with the course notebook within 72 hours, including (the progressive presentation of the course, scientific material, and exercises), which are the trainer’s intellectual property, bearing the Success Skills logo. They should be properly photographed and packaged, with the trainer’s name, logo, website, and contact numbers prominently displayed on the cover. (See appendix — Training Bag Covers). They should be professionally printed and packaged at the organizer’s expense, with the printing cost deducted from the course revenue. Training program evaluation and assessment tools: 1. Evaluation methods by the trainer and course management: Training is about closing performance gaps, and for the training program to succeed, a system of factors contributes to its success: the trainer, course management, services, training hall, training bag, training objectives, trainees, internal and external training environment. The course is evaluated before, during, and after, with a pre-training meeting to confirm trainees’ needs, understand their training goals, review the training program, and assign tasks to participants (see appendices — Pre-Training Meeting Evaluation). A daily meeting is held after each training day, 15 minutes before the end, for 30 minutes, with the trainer, the training team, the program manager, and the services manager to review the day’s program and discuss improvements (see appendices — Daily Evaluation Meeting). A final meeting is held after the program ends, lasting one hour, for final evaluation and recommendations for improvement (see appendices — Final Evaluation Meeting). Initial evaluation relies on expectation charts and trainees’ experience forms (see appendices — Expectation Chart and Trainees’ Experience Form), filled out by participants before the training begins. During and after the program, evaluation depends on observation, measurement, daily evaluation forms from trainees, and evaluation boards. 2. Evaluation tools by trainees: a. Experience forms (see appendices — Expectation Chart and Trainees’ Experience Form) b. Daily and final evaluation forms (see appendices — Training Program Evaluation Form) c. Daily evaluation board (see appendices — Daily Evaluation Board) d. Suggestion box (see appendices — Suggestion Box) These evaluation tools are periodically reviewed and analyzed using Excel daily (see appendices — Evaluation Form Analysis). Conditions for passing any training program: To obtain a certificate of completion, a participant must do the following: - Attend at least 90% of the total training hours. - Actively participate in all training activities. - Pass the training assessments designed by the trainer. Regulations to consider during organizing the training program: 1. The trainer is the team leader in the training program and acts as the team captain, with the right to request everyone to increase effort and performance. 2. The course coordinator or manager should hold a briefing session with the trainer at least one day before the program begins, explaining participant backgrounds, training needs, main issues, and their religious, sectarian, cultural, economic, social, and professional backgrounds. 3. A daily evaluation session is held at the end of each training day, including the trainer, course manager, and coordinator, to review feedback and improve the course. 4. Smoking inside the training hall, corridors, or restrooms is strictly prohibited, especially for the administrative, marketing, and training teams. 5. All training, administrative, and marketing staff must respect prayer times and perform prayers in congregation with trainees, as they serve as role models; prayer will be observed immediately upon the call, and delaying or missing it is not allowed. 6. Entry to the hall is restricted to authorized persons only, with prior permission from the trainer, to serve the training program; the trainer has sole discretion over entry permissions.