This practical guide describes the critical need for advocacy in the field of early care and extols the ethical responsibilities of all early child educators, as outlined in the Code of Ethical Conduct (NAEYC 2005). Organized into three parts, the text begins with advocacy in the field of early childhood education, discusses how to develop an advocacy agenda, and concludes with becoming an advocate for life.

Additionally, the author outlines six contexts for advocacy in the field of early childhood — individual child and family, advocacy for the profession, program-based advocacy, private-sector advocacy, political activism, and advocacy in the global arena.

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 By Sadaket Malik 

Special education is the education of students with special needs in a way that addresses the student’s individual differences and needs. Ideally, this process involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings, and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success in school and community than would be available if the student were only given access to a typical classroom education.

Common special needs include learning disability, communication challenges, emotional and behavioral disorders, physical disabilities, and developmental disabilities.[1] Students with these kinds of disabilities are likely to benefit from additional educational services, different approaches to teaching, and use of technology.

Intellectual giftedness is a difference in learning and can also benefit from specialized teaching techniques or different educational programs, but the term “special education” is generally used to specifically indicate instruction of students whose special needs reduce their ability to learn independently or in a classroom, and gifted education is handled separately.

Special education can be an extraordinarily rewarding career for the right person. It takes someone with a great deal of patience, a love of children, and a thick skin to deal with difficult problems. But as in any field, the jobs with the greatest challenges tend to offer the highest rewards.

You want a career that allows you to help others. Being a special educator allows you to make a positive difference in the lives of children with disabilities. With the help of special educators, an increasing number of children with disabilities have succeeded in school and enrolled in college.

Being a special educator gives you the opportunity to use many talents and skills creatively and to grow both professionally and personally.

The need for special education professionals has never been greater. The U.S. Bureau of Labor Statistics estimates that the need for qualified special educators and related service personnel will increase “faster than most other professions” in the next 10 years. And the U.S. Department of Education reports “The number of students with disabilities served under IDEA continues to increase at a rate higher than both the general population and school enrollment.” Read about the need for special education professionals. The personal rewards of educating children and youth with disabilities is greater than you can ever imagine.

      These days many schools and universities across the country are making efforts in teacher education reform in order to better the training of instructors, educators and therefore the education of children. Besides this, factors like reduced class sizes and an increase in the number of students are also forcing many schools to acquire teachers who have skills to handle every student effectively.

      Looking at the present scenario, educators or teachers require special skills that can be nurtured through intensive training. Addressing to meet this demand, special education degrees have increased its popularity in recent years. So, if you are already involved in this teaching profession and wish to advance your career in the education leadership, a special education degree is a necessity.

Today where teaching is considered as a highly noble profession, attaining a degree in special education can enhance your teaching career. A special education program can even help you learn special skills including understanding diversity, teaching reading literacy, counseling and special education. During this course, you will receive training and educational information that educates you how to translate the knowledge to the students. Once you complete this special education program, you will be able to make decisions and take a stand on political issues that affect education and learning.

Another good thing about this degree program is that it gives teachers more opportunities in private schools and universities. This special education course provides you with one of the most convenient ways to gain higher income and greater career opportunities in the field of education. Today, in fact many of the employed teaching professionals looking to advance their career to leadership roles like principal or dean are considering attaining a degree in special education.

There are lots of institutions and schools that offer degree programs in special education. They can vary from student behavior management, institutionalized learning methods, student-teacher supervision, specific areas and solutions for effective child education and more.

Enjoying a better salary and job security, today a special education degree can put you at an advantage and may boost your career path. It is one of the best options for all those who are planning for career advancement in education.

In the last few years the requirement for qualified educators has boomed rapidly. In fact, with the rise in education standards and the number of educational institutes and schools, the education industry expects to look for more qualified educators in the coming years. Today, we cannot deny the fact that education is an extremely rewarding career field but currently it demands more qualified teachers to educate children at the elementary school or college level.

Looking at the present scenario, educators or teachers require special skills that can be nurtured through intensive training. Addressing to meet this demand, special education degrees have increased its popularity in recent years. So, if you are already involved in this teaching profession and wish to advance your career in the education leadership, a special teaching degree is a necessity.

Today where teaching is considered as a highly noble profession, attaining a degree in special education can enhance your teaching career. A special education program can even help you learn special skills including understanding diversity, teaching reading literacy, counseling and special education. During this course, you will receive training and educational information that educates you how to translate the knowledge to the students. Once you complete this special teaching program, you will be able to make decisions and take a stand on political issues that affect education and learning.

Another good thing about this degree program is that it gives teachers more opportunities in private schools and universities. This special education course provides you with one of the most convenient ways to gain higher income and greater career opportunities in the field of education. Today, in fact many of the employed teaching professionals looking to advance their career to leadership roles like principal or dean are considering attaining a degree in special education.

There are lots of institutions and schools that offer degree programs in special teaching. They can vary from student behavior management, institutionalized learning methods, student-teacher supervision, specific areas and solutions for effective child education and more.

                 The popular national level institutes for disabled persons are the National institute for Hearing Handicapped, National Institute for the Mentally Handicapped, National Institute of the Visually Handicapped and National Institute for orthopedically handicapped. National Institute of Rehabilitation, Training and Research and The Institute for Physically Handicapped are other two national level institutes run by government.

Moreover, government has initiated District Rehabilitation Centre (DRC) scheme in ten states to make all-inclusive rehabilitation. Moreover, four Regional Rehabilitation Training Centers are there to train the staff and teachers who work with these institutes.

Today due to global competitiveness, education scenario in India is fast changing. Along with that, special education is also catching importance and various government agencies are working hard to make it available to masses. There are almost 37 diploma courses in the field of special education in India some of the institutes offer courses like B.Ed as well. All these courses are regulated and governed by the Rehabilitation Council of India (RCI)- a legislative body under the Ministry of Social Justice and Empowerment.

However over the years many scholars have questioned the importance of special education in India as they feel that it leads to segregation and isolation of the differently abled children. They argue that by segregating the children at young age the very purpose bringing all children to the mainstream of, the purpose of special education is defeated.

Institutions Offering Special Education Courses in India

Courses Offered by Rehabilitation Council of India (RCI) New Delhi:-

Sl.No

Training Course

Duration in
Year(s)

(In the Field of Visual Impairment)

1.

M.Ed. (Special Education) – Visual Impairment
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

2.

B.A. B.Ed. (Visual Impairment)

4

3.

B.Ed. (Special Education) – Visual Impairment
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

4.

Bachelor in Mobility Science

1

5.

Diploma in Education-Special Education (Visual Impairment)

2

6.

Diploma in Education – Special Education (Deafblind)

1

(In the field of Hearing Impairment)

7.

M.Ed. (Special Education) – Hearing Impairment)
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

8.

B.Ed. (Special Education) – Hearing Impairment)
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

9.

Diploma in Education – Special Education ( Hearing Impairment)

2

10.

Diploma in Teaching Young Hearing Impaired Children

1

11.

Diploma in Indian Sign Language Interpreting
(Level !,B,&C each of Four months duration)

1

(In the field of Mental Retardation)

12.

M.Ed. (Special Education) – Mental Retardation
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

13.

B.Sc. (Special Education and Rehabilitation)

3

14.

B.Ed. (Special Education)- Mental Retardation)
Norms for Appointment of Faculty for B.Ed. & M.Ed Spl. Edu.

1

15.

B.Ed. (Special Education) – Learning Disability

1

16.

P.G. Diploma in Early Intervention

1

17.

P.G. Diploma in Special Education (Mental Retardation) * Same as Sl.No. 13

1

18.

Diploma in Education – Special Education (Mental Retardation)

2

19.

Diploma in Vocational Rehabilitation (MR)

1

20.

Diploma in Early Childhood Special Education (MR)

1

(In the field of Rehabilitation Engineers / Technicians)

21.

Master of Prosthetics & Orthotics

2

22.

Bachelor of Prosthetic and Orthotics

4 1/2

23.

Diploma in Prosthetic and Orthotics

2 1/2

24.

Certificate Course in Prosthetic & Orthotic

1

25.

Certificate Course in Hearing Aid
( only for persons with hearing impairment)

        ½

26.

Certificate Course in Ear Mould Technology
(only for persons with hearing impairment)

            1/2

(In the field of Community Based Rehabilitation)

27.

P.G. Diploma in Community Based Rehabilitation

1

28.

Diploma in Community Based Rehabilitation

1

( In the field of Rehabilitation Psychology)

29.

M.Phil (Rehabilitation Psychology)

2

30.

P.G. Diploma in Rehabilitation Psychology

1

(In the field of Clinical Psychology)

31.

M.Phil (Clinical Psychology)

2

(In the field of Speech and Hearing)

32.

“A”-Master in Audiology and Speech-Language Pathology (MASLP) – Annual

“B”-Master in Audiology and Speech-Language Pathology (MASLP) – Semester

2

33.

M.Sc. in Audiology

2

34.

M.Sc. in Speech Language Pathology

2

35.

“A”- Bachelor in Audiology and Speech-Language Pathology (BASLP) – Annual
“B”- Bachelor in Audiology and Speech-Language Pathology (BASLP) – Semester

4

36.

Diploma in Hearing Language and Speech

1

37.

Diploma in Hearing Aid and Ear Mould Technology

1

(In the field of Locomotor and Cerebral Palsy)

38.

B.Ed (Special Education) – Locomotor and Neurological Disorder

1

39.

P.G. Diploma in Special Education: Multiple Disabilities -Physical and Neurological

1

40.

P.G. Diploma in Developmental Therapy (Cerebral Palsy & Neurological Disabilities)

1

41.

Diploma in Education – Special Education (Cerebral Palsy)

1

42.

Basic Development Therapy Course for Children with Cerebral Palsy and other Neurological Handicaps

1

(In the field of Autism Spectrum and Disorder)

43.

Diploma in Education – Special Education ( Autism Spectrum Disorder)

1

(In the field of Rehabilitation Therapy)

44.

Bachelor in Rehabilitation Therapy

4

45.

Diploma in Rehabilitation Therapy

2 1/2

46.

Certificate Course in Rehabilitation Therapy Assistant

1

(In the field of Vocational Counselling and Rehabilitation Social Work/Administration)

47.

Master in Rehabilitation Science ( Rehab Social Worker)

2

48.

M.Sc. (Psycho-Social Rehabilitation)

2

49.

Bachelor in Rehabilitation Science ( Vocational Counsellor)

3

50.

Master in Disability Rehabilitation Administration

2

51.

Post-Graduate Diploma in Disability Rehabilitation and Management

1

Credit System

Final Guide-Book B.Ed. & M.Ed.

Final Guide-Book Diploma

Care Givers

Foundation Course in Care Giving

Training Courses conducted through Distance Education Mode in collaboration with various Universities.

1.

B.Ed Spl Edu.-HI/VI/MR/LI & CP

2

2.

P.G. Professional Diploma for in-service teachers

1

3.

P.G. Diploma in Community Based Rehabilitation -Planning & Management

1

4.

P.G. Diploma in Disability Management for Doctors

1

5.

Diploma in Community Based Rehabilitation

1

6.

Certificate in Clinical Psychology

1

The list of Institutions offering courses in several states of India:

ANDHRA PRADESH:

1.Thakur Hari Prasad Institute of Research & Rehabilitation for the Mentally Handicapped, Vivekanand Nagar, Dilsukh Nagar, Hyderabad-500660.

2.National Institute for the Mentally Handicapped, Manovikas Nagar, P.O Bowenpally, Secunderabad.

3.Department of Special Education, Andhra University, Vishakapatnam.

4.College of Teachers Education, Andhra Mahila Sabha, Durga Bai Deshmukh Vidhyapeethem, Osmania University Campus, Hyderabad-500007.

5.Sri Padmavathi Mahila Visvavidyalayam, Tirupati-517502.

DELHI:

6. Department of Rehabilitation,Safdarjung Hospital, Ansari Nagar, New Delhi-110016

7. Spastic Society of Northern India, Balbir Saxena Marg, Hauz khas, New Delhi-16

8. Institute of Special Education, Y.M.C.A. Nizamuddin, New Delhi-110013.

9. Jamia Millia Islamia, Institute of Advanced Studies of education, Faculty of Education, Maulana Mohammed Ali Jauhar Marg, New Delhi-110025.

10. Pandit Deendayal Upadhyaya Institute for the Physically Handicapped (Ministry of Social Justice & Empowerment, Govt. of India), 4, Vishnu Digamber Marg, New Delhi-110002.

GUJARAT:

11. B.M Institute of Mental Health, Ashram Road, New Nehru Bridge, Navrangpura, Ahmedabad-380009.

12. Sh. K.L Institute for the Deaf, 51, Vidyanagar, Bhavnagar-364002.

13. Training College for Teachers of the Deaf & Blind, Navrangpura, Ashram Road, Ahmedabad-380009

14. Ankur Special School for Mentally Retarded, Plot No. 1945, Near Working Women’s Hostel, Sardarnagar Circle, Bhavnagar-364002.

JAMMU & KASHMIR:

15. Composite Regional Centre for Persons with Disabilities (Ministry of Social Justice & Empowerment) Bemina, bye pass (Near Women’s Polytechnic College), Srinagar-18.

16. MIER College of Education, Under Model Institute of Education & Research, B.C Road, Jammu-180001.

KARNATAKA:

17. Dr. S.R Chandrashekar Institute of Speech & Hearing, Hennur Road, Bangalore-5600084.

18. All India Institute for Speech & Hearing, Manus Gangothri, Mysore-570006.

MAHARASHTRA:

19. Mind’s College of Education Research Society for the Care Treatment & Training of Children in Need of Social Care, Sewri Hills, Sewri Road, Mumbai-400033.

20. The Poona School & Home for the Blind, Teachers Training Centre, 14-17, Koregaon Park, Dr. S.R Machave Road, Poona-411001.

21. S.N.D.T. Women’s University, Deptt. of Special Education, Sir Vithaldas Vidyavihar, Juhu Road, Santacruz (W) Mumbai-400049.

22. Dikush Teacher Training in Special Education, Church Road,Juhu, Mumbai-400049.

23. Hashu Advani College of Special Education, 64-65, Collector’s Colony, Chembur, Mumbai-400764.

24. The Spastics Society of India, Upper Colaba Road, Opp. Afghan Church, Colaba, Bombay-400005.

ORISSA:

25. Training Centers for Teachers of the Visually Handicapped, S.I.R.D Campus, Unit- VIII, Bhubaneshwar 751012.

26. Swami Vivekhanand National Institute of Rehabilitation Training and Research, Oltapur, P.O Bairoi, Dist Cuttack 754 010.

27. Training Centre for Teachers of the Deaf ( A joint Project of State Govt. & AYJNIHH), S.I.R.D Campus, Unit- 8, Bhubaneshwar-15.

TAMIL NADU:

28. Sri Ramakrishna Mission Vidhyalaya, College of Education, Sri Ramakrishna Vidhyalaya post, Coimbatore-641020.

29. Regional Training Centre, C/o Govt. Hr. School for the Blind, Poonamalle, Chennai-56.

30. Madras Institute to Habilitate Retarded Affiliated, D-171, RV Nagar, Anna Nagar, Chennai-600010.

31. Govt. Institute of Rehabilitation Medicine, K.K Nagar, Chennai-600083.

32. S.B.T. College of Special Education, Dr. M. A Thangaraj Compound, DRO Colony, Madhurai-625007.

33. Holy Cross College, Dept. of Rehabilitation Science & Special Education, Tiruchirapalli-620002.

34. Avinashilinagam Deemed University, Institute of Home Science & Hr. Education for Women. Coimbatore (0422-2641043)

35. The YMCA College of Physical Education, Nandham, Chennai-600035.

36. Bala Vidyalaya Institute for Teachers Training, 18, 1st Cross Street, Shashtri Nagar, Chennai-20.

37. N.K.T. National College of Education for Women, 21, Dr.Besant Road, Triplicane, Madras-600005.

UTTAR PRADESH:

38. U.P. Institute for the Hearing Handicapped, 4-7, Malviya Road, George Town, Allahabad-211002.

39. Chetna (A Society of the Welfare of Handicapped), Sector-C, Aliganj, Lucknow-226024.

40. Training College of Teachers of the Deaf, Aishbagh, (Tilak Nagar), Lucknow-226004.

41. Institute of Advanced Studies in Education, M.J.P. University, Bareilly-243006.

42. Banaras Hindu University, Faculty of Education, Kamachha, Varanasi.

43. Jagadguru Rambadrachry Handicapped University, Chitrakoot, U.P-210204.

WEST BENGAL:

44. National Institute for the Orthopaedically Handicapped, Bon-Hooghly, BT Road, Calcutta-700090.

45. National Institute for the Mentally Handicapped, Eastern Regional Centre,NIOH Campus, Bon-Hooghly, BT Road, Calcutta-700088.

46.AYNJIHH, Regional Training Centre, N.I.O.H Campus, Bon-Hooghly, BT Road, Calcutta-90.

47. Indian Institute for the Cerebral Palsy, (Formerly Spastic Society of Eastern India), P-35/1, Taratolla Road, Calcutta-700088.

48. Training Institute for the Teachers of the Visually Handicapped, Narenderpur, Calcutta-700103.

49. Manovikas Kendra, Rehabilitation and Research Institute for the Handicapped, 482-Madudah, Plot—24, Sec-J, Eastern Metropolitan Bypass, Calcutta-700107.

50. Training College for the Teachers of the Deaf, 293, Acharya Prafulla Chandra Road, Calcutta-09.

51.Speech & Hearing Institute and Research Centre, (SHRC), State Resource Centre (HI), 10, Mandeville Garden, Kolkata.

Sadaket Malik is an Educational Consultant based in Jammu and can be contacted at sadaketmalik@rediffmail.com

About Author

Sadaket Malik is a freelance columnist based in Bhalessa

The last two decades have witnessed a transformation in thinking about the development of children during their pre-school early years. Beginning in the late 1970s and early 1980s researchers began to investigate the importance of the early years on a child’s overall development of learning skills. These studies challenged the belief that academic learning capabilities developed only at school age. Indeed, it was demonstrated that children who went through pre-school learning programmes consistently demonstrated improvements in academic achievement in their later formal education.

The recognition of ‘early learning’

These early studies sparked widespread interest in pre-school education; if children can enhance their learning abilities at an early age, it was asked, what is the best way to nurture these competences and skills? Research indicates that children who engage in purposeful play and structured activities acquire a range of skills and abilities that provide a strong foundation for later learning and development.

A well designed early learning programme can, for example, nurture social and emotional development by helping children to develop a positive sense of themselves, a respect for others, and a positive desire to learn. Story telling and reading activities can help develop language and literacy skills by supporting proficiency in communicating, speaking and listening, being read to and beginning to read and write. And problem solving activities can help children develop their confidence and aptitude in reasoning and numeracy skills. With a strong grounding in these areas, children demonstrate a real aptitude for learning when they begin formal education and go on to long term achievement in their later childhood and adulthood.

Acquiring skills in the early years

Language and communication skills are vital to a child’s emotional and personal development as they develop a sense of self and their relationship to others. Exposure to stories helps to enrich the imagination and provide knowledge of a range of experiences that a child can draw on to give them confidence in their daily encounters with the world.

Literacy skills provide a child with the building blocks necessary for reading and writing and learning more generally. Through exposure to books and stories, babies and toddlers acquire the vital preliminary tools for learning to read and write.

Firstly, they equip themselves with a sizeable spoken vocabulary which helps them to listen, understand and remember what they hear.

Secondly, children at a very young age start to become aware of the existence of books. Toddlers and even small babies will turn the pages of storybooks, and look at the pictures in them. Soon afterwards, parents can begin to read to their children so pre-schoolers become aware of books and begin to enjoy stories.

Thirdly, children become aware of what a book is and how to handle it, i.e. that print looks different to pictures, that we read from top to bottom of a page and from left to right, and spoken vocabulary is linked to print.

Finally, children develop specific skills for learning to read: what alphabet letters look like and sound like, and that when put together in a certain way, they make up words.

About Author

Ellie Dixon lives in deepest rural Devon, England with her husband and two very large Newfoundland dogs. She is passionate about vintage illustrated children’s books and loves to restore and edit them for today’s kids to rediscover.

Visit Kids” target=”_blank”>www.scruffysbookshop.com/ClickBank_PPP.html”>Kids of Character”, a unique range of beautiful illustrated books and fun activities all designed to help parents grow responsible, trustworthy kids of good character, or for even more great books visit Scruffy’s” target=”_blank”>www.scruffysbookshop.com”>Scruffy’s Bookshop, Ellie’s main website.