Challenges of Internship Courses in the Field of Teaching Students with Special Needs in Farhangian University

Document Type : Scientific - Research

Authors

1 Assistant Professor, Department of Educational Sciences, Shahid Modarres Faculty, Farhangian University, Tehran, Iran

2 M.A. of Education of Students with Special Needs, Department of Educational Sciences, Bento Al-Hoda Faculty, Farhangian University, Sanandaj, Iran

Abstract

Objective: Internship in the field of special needs education, as one of the main pillars of training specialist teachers, plays a vital role in preparing them to face the specific challenges of this group of students. This study aimed to identify the challenges faced by student teachers in the field of special needs education in internship courses at Farhangian University and to provide suggestions for improving this program based on their lived experiences.
Materials and Methods: The present study used a qualitative approach and a phenomenological strategy of the Colaizzi type. The research field included student teachers in the field of special needs education at Farhangian University of Kurdistan, Bent-ul-Hada Sadr Campus, Sanandaj, in the academic year 1403-1404. Sampling was purposeful, and the data collection tool was a researcher-made semi-structured interview. The data were analyzed using the content analysis method.
Discussion and Conclusions: The research findings were presented in three main sections: 1. strengths of internships in this field, 2. existing challenges, which were divided into three categories: deficiencies in the expertise and support of educational guides (supervisors and teacher guides), environmental, psychological and resource challenges of this field, and practical limitations and educational opportunities for interns, 3. strategies for improving the quality of internship courses. Internships in the field of teaching students with special needs are associated with deep and multidimensional challenges due to the specific complexities of exceptional students and their educational environments. This distinguishes internships in this field from other fields; teachers must have a deep understanding of psychopathology, rehabilitation principles, and behavioral interventions in addition to mastering general teaching skills. Also, close and sustained interaction with students requires specialized abilities in managing the specific behaviors and emotional needs of these children. The results of the study emphasize the importance of improving teachers’ clinical knowledge and skills. 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 a lack of appropriate facilities and infrastructure, a lack of consistent follow-up, and a lack of expert teachers lead to a decrease in the effectiveness of the internship process. To improve the quality of education in this field, it is essential that universities and special schools operate in an integrated manner and that evaluation and feedback processes are continuously improved. This can strengthen student teachers both in terms of theoretical knowledge and strengthen their practical ability to face the challenges of this field.

Keywords

References

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