چالش‌شناسی و راهکاریابی برای دروس کارورزی رشته آموزش دانش‌آموزان با نیازهای ویژه در دانشگاه فرهنگیان

Purpose: Internship course in the field of teaching students with special needs, as one of the main pillars of the training of expert teachers, plays a vital role in preparing them to face the special challenges of this group of students. This research has been done with the aim of identifying the challenges faced by student teachers in the field of education with special needs in the internship courses of Farhangian University and providing suggestions to improve this program based on their lived experiences.
Materials and methods: The current research has used a qualitative approach and a phenomenological strategy of the Claesian type. The field of research included student-teachers in the field of teaching students with special needs at Farhangian University of Kurdistan, Bint Al-Hadi Sadr campus in Sanandaj in the academic year of 1404-1403. Sampling was done purposefully and the data collection tool was a semi-structured interview made by the researcher. Data were analyzed using thematic analysis method.
Discussion and conclusion: The findings of the research were presented in three main sections: 1. The strengths of the internship in this field, 2. The existing challenges, which were divided into three categories: deficiencies in the expertise and support of educational guides (guidance teacher and guidance teacher), environmental challenges. , psychology and resources of this discipline and practical limitations and educational opportunities for interns, 3. Solutions to improve the quality of internship courses. Internship courses in the field of teaching students with special needs, due to the specific complexities of exceptional students and their educational environments, are associated with deep and multidimensional challenges. This distinguishes the internship in this field from other fields; Because in addition to mastering general teaching skills, teachers must have a deep understanding of psychopathology, principles of rehabilitation, and behavioral interventions. Also, close and stable interaction with students requires specialized abilities in managing the special behaviors and emotional needs of these children.
The research results emphasize the importance of improving the knowledge and clinical skills of teachers. This improvement is only possible through continuous interaction with specialized centers and multidisciplinary teams, including speech therapists, psychologists, and occupational therapists. Structural challenges such as the lack of suitable facilities and infrastructure, the lack of coherent follow-up and the lack of expert teachers, lead to a decrease in the effectiveness of the internship process. In order to improve the quality of education in this field, it is necessary that universities and special schools work in an integrated manner and the evaluation and feedback processes are continuously improved. This can lead to the training of teachers who not only have strong theoretical knowledge, but also have the practical ability to face the complex challenges of students with special needs.
A large part of the solutions proposed by the students is more expertise in the selection of professors and guidance teachers. Guidance staff must have expertise in the field of special education and have sufficient experience in working with students with special needs. Increasing the level of expertise in selecting these forces helps student teachers to develop their practical and theoretical skills. Examining other suggestions of students showed that rescheduling is necessary to allocate more time to attending schools and gaining practical experience. Increasing the duration of attendance in schools, along with regular feedback and evaluation of students' performance, will improve their skills in providing specialized education to students with special needs and managing classrooms. Finally, strengthening the support of students and their individual efforts is an effective way to increase resilience against psychological and environmental challenges and lack of resources and facilities. Undoubtedly, improving these conditions requires fundamental and time-consuming changes that also require organizational cooperation. But when the student has enough support and can compensate for some of the environmental deficiencies with his activities and creativity, he takes a big step towards expertise in this field.
To implement these solutions, we need fundamental changes and effective cooperation between different departments. Better coordination should be established between universities and exceptional schools, general administration, welfare administration and rehabilitation centers. Universities can use the facilities of schools, and on the other hand, schools can benefit from the knowledge and expertise of universities and other departments in the training of specialized forces. Holding regular and expert meetings for school managers and guidance teachers, setting clear and specific goals, exchanging experience and knowledge by school teachers and university professors, and holding educational workshops according to the plans are among the things that improve this partnership. As a result, these changes and reforms make students enter the teaching profession with more preparation and skill and do their work with higher self-confidence.