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Question to discuss:
What kind of experience does the itinerant teacher need to be able to function effectively as an itinerant teacher?
The problem was discussed by the participants in small groups of two or three.
They all agreed that in order to obtain certain skills it is vital to gain them through experience. However there emerged the problem how big this should be and whether it is the most important thing in the teacher's work. All the participants concluded that teaching is a kind of vocation, so that what counts more is the teacher's involvement and enthusiasm for work. Depending on the level of education however, the former or the latter might turn out useful. At the university level, for example experience and thus the background knowledge is more important.
One of the teams emphasised the necessity of finding a "common space" of communication between a teacher and a pupil. Naturally a child will have a different approach to problems than an adult, so the teacher's task is to find areas in which both sides will share the approach. Failing to find it a teacher won't get much from his work. Similarly the itinerant teacher should find such "common space" of communication, while passing his knowledge and experience on to the other teachers.
Question to discuss:
What skills should the itinerant teacher possess to gain good communication with different persons and institutions involved in inclusion?
Given the time to think the problem over in small teams, the participants discussed their conclusions in a brainstorm discussion. Having written all necessary skills with the regard to itinerant teachers on the available charts, the participants tried to put them on the list;
In conclusion: the competencies and skills of itinerant teachers are vast and varied, which means that to cope with so many responsibilities and duties efficiently both the background education and the opportunity to gain as much experience as possible should be the main concern of those involved in their education.
Question to discuss:
Strategies of communication for the itinerant teachers;
The group participants decided to discuss this problem in the aspect of different levels of communication differentiating 4 basic levels;
At each level the communication skills in question were orientated at:
The participants divided into teams of two or three- respectively to their interests and professional involvement -i.e. those involved in the early intervention, primary education, secondary education, vocational and university level, were asked to discuss the problem in the aspect of what kind of communication is needed and how to achieve the goals.
Given the scheme of the problem discussion, the team members though, were encouraged by the chairpersons to present their own approach to it if preferable.
Provided with the necessary time for work ,each team reported the outcome of their discussion;
the team members concluded that the most important aspect, for the itinerant teacher, of the communication with a child is to arrange the natural environment for him/her.
The methods:
Whatever the activity, the positive feedback is vital for a child as he/she gets the idea of the teacher's reaction.
the main object of the itinerant teacher is to inform parents what impact the child's handicap can have on his development and functioning. Giving support and positive feedback to parents is vital.
The methods:
the team members especially pointed out the significance of this communication to develop the effective individual plan of a child's revalidation.
The methods:
the disputants regarded this communication as the most important for the child for it lays basis for his/her further functioning in the school environment.
The methods:
the major aim of contact with the medical staff for the itinerant teacher, in the participants' opinion, is to inform doctors about the possibilities of early intervention. However, providing the early intervention team with the proper medical diagnosis is undoubtedly beneficial for the child's further development and functioning giving guidelines for the teams rehabilitation services.
The methods:
the participants all agreed that the major aim of contact with the authorities is to gain their understanding of the problem.
The methods:
Whatever the method, all representatives agreed that in their countries they share the same problem; how to put it in practice?
The team members presented their own approach to the problem of communication focusing on inter-reaction between people. Consequently they differentiated five inter-reaction levels:
discussing each one in the light of objectives and emotional aspects.
The team members added that whichever the level while the decision is taken it will affect all the remaining levels of inter-reaction.
1 The crucial task for itinerant teachers is to support the school teachers, and the visually impaired child. Naturally then the itinerant teacher should visit the school as often as possible. This involves flexible working hours for the itinerant teacher.
Discussing the emotional side, the participants stated that most visually impaired children avoid contacts with their peers, at least at the beginning. It is the task for the itinerant teacher to find reasons for such separation from the class and discuss them both with the school teacher and the child, however at the primary level the latter might turn out difficult. It is nevertheless, important to talk to the child and get acquainted with the child's opinion.
The methods mentioned could be, among the others ;video materials as basis for discussion, or observation of a child.
2 The responsibility of an itinerant teacher is to provide parents with the relevant knowledge about the itinerant teaching and its influence on the child's functioning.
The methods depend on the situation- for example whether the problem is discussed on the phone, at school meetings or at home.
3 With regard to this inter-reaction, communication, in the participants' opinion, is crucial for all sides, especially for effective support of a child's development, the family benefit and the educational efficiency.
The methods: It was stated that methods mainly depend on the country systems. Team meetings and fund raising to form relevant associations were mentioned among many others.
As for the emotional side it is worth mentioning that most parents are in favour of their child's integration at school and social inclusion. To obtain this the team members advised organising special training for children and their parents, for example integration camps or computer training for the visually impaired so that they could adjust to using modern technology facilities.
4 The disputants pointed out that at this level of inter-reaction certain difficulties might emerge as the itinerant team members are not at the equal level. To solve this problem the following methods were suggested:
Discussing the emotional aspect at this level the question was raised; Who should be the "key" person in the family, what therapists to choose for the child's rehabilitation and who should decide about the choice?
If the decision belongs to the child's parents, which is the case in most countries but for France, they must definitely know the competencies of different specialists.
5 Here both the resources and the methods mentioned were similar to those at the early intervention level.
Despite recognising major differences between the three countries-Holland, France, Croatia, the team members concluded that the role of an itinerant teacher at the secondary level is different from that at lower levels of education. He is mainly : a listener, mediator, supporter and an advisor who has to co-operate with the whole team of subject teachers. Like a spider he has" to weave" the whole effective web of communication.
It is also vital for the itinerant teacher to have both the general basis of knowledge and the special knowledge of the visual impairment.
In this team the participants discussed the itinerant teacher's communication strategies with reference to:
The remaining aspects in question seemed similar to those at the lower level of education.
1 At the secondary level pupils seem to be more independent as they don't refer so often to their parents, thus the role of an itinerant teacher is also more independent. His main task is to inform a student about the implications of his handicap on the education and functioning in the class. It would be also good to acquaint other , sighted children with the consequences of having a visually impaired peer in the group.
2 Communicating with a child's parents the itinerant teacher must encourage them to accept the handicap providing them with the necessary knowledge about the child's possibilities and thus helping to choose the proper school.
The methods: Among many methods available, the team members mentioned;
3 As there is the whole team of subject teachers that work with an impaired child the itinerant teacher has to take the role of a mentor who would co-ordinate their work. Good contact with the head teacher is very important.
The methods:
In Holland , Resource Centres organise special courses for school teachers dealing with different handicaps. Having got the background knowledge at the course, teachers work at school applying the acquired theoretical basis in practice. After due time another teachers' meeting is organised during which they assess their achievements and exchange experiences. Similar meetings are also organised for the parents of impaired children as having their child in mainstream education they might not have an occasion to meet other parents who have the same problems.
4 Although the communication with authorities, especially with those deciding about funds, appears very important for these team members they also concluded that it is rarely effective.
The methods:
The team members discussed the itinerant teaching communication skills as suggested by the chairpersons concentrating also on the student's process of studying, gaining personal contacts, arranging his leisure activities, gaining computer communication skills and spatial orientation.
Conclusions
the role of an itinerant teacher is mainly informative at this level. Acquiring the necessary knowledge of the visually impaired student's status in the group and recognising his strong sides- special skills, the itinerant teacher should support the student to integrate in the group.
The methods:
the role of an itinerant teacher similarly to the secondary level of education is mainly coordinative as university students are educated by the whole team of professionals.
The methods:
the itinerant teacher's major aim is to support the visually impaired student in his studies referring the student to the appropriate specialists if necessary.
The methods:
It is vital for the itinerant teacher to disseminate information about the visually impaired in the society.
The methods:
Recommendation
The skills and competencies of an itinerant teacher are varied and as vast just like the needs of the visually impaired. To make their work easier and more effective the group members suggested:
Finally the group members expressed their opinions about the functioning of the discussion group. All of them agreed that discussing problems in small groups allowed them to get deeper into the problem, as they were more involved. Having different views they still shared the objectives of itinerant teaching and despite all the differences managed to reach their goals, which is very supportive and stimulating for their further work.
This workshop appeared to be very helpful for the people from Croatia and Russia as the process of itinerant teaching has just started in their countries, so given this opportunity of exchanging experiences, they found it very creative.
At last ,but not least, the participants would like to express their gratitude to the organisers for setting the clear structure of discussions, which in their opinion made it more efficient and fruitful.