A service generation

British special needs educator has advice for students training to help the needy

Martyn Maltby, deputy managing director, Liberator, held a master class on special needs during the second British Educational Suppliers Event - BESE 2005 - held in Dubai recently.

The focus was on using assistive technology to develop communication in learners who experience profound and multiple difficulties.

During the class he showed participants - mostly teachers and care-givers from schools for people with special needs - how a variety of techniques and strategies can be developed and modified to suit the communication requirements of a particular learner.

Maltby spoke to Notes after one of his master classes on how integration when done properly can benefit those with special needs and society in general.

Having worked for more than 25 years with people with learning difficulties, he had advice for students hoping to specialise in the field.

Rema Menon, Director of Counselling Point Social and Educational Services, joined in the discussion to provide the local perspective on issues.

Special needs support groups and others working in the area believe inclusive education is the key to integrating people with special needs in mainstream society. What are your views?

Martyn Maltby: Inclusive education is the best concept. But it depends on the type of special need. If it is a deaf or blind person, there is nothing to prevent him or her from exploring higher education, vocational training and career options as long as they have access to the equipment which helps them complete their tasks.

The problem I have is when learners with profound learning difficulties are expected to follow the same method.

In the UK, there is a government initiative to get special needs students into regular classrooms. But there are many difficulties with that in terms of skills, resources, money … . And it becomes more difficult as we get into the higher classes.

It is thought that by just being in a regular class, such as a GCSE classroom, it is enough for the child. That he will learn and absorb what is being said. But what he needs is a special school focusing on his special needs.

Rema Menon: I think the issue with special schools is that those with learning difficulties tend to be clubbed with those with retardation, with the result that there is a regression. I think there must be an awareness of those kinds of issues.

Martyn: Yes, and there are many subjects such as cooking, music … which can be done together. Eating together, going outside … This way you give them the best of both worlds. And at the same time, the able-bodied also learn to become comfortable with those with special needs.

What I find absurd is when a child whose primary need may be trying to learn how to feed himself or dress himself is expected to learn GCSE level geography or history.

As teacher I remember when our school received a letter from a mother, thanking us for teaching her son how to feed himself. We teachers looked at each other, because none of us had taught him that. We later found out that it was a volunteer, who had taught the child.

Those working in the field also feel that society isn't aware of people with special needs as much as they should be. Which is also the reason why they are pushing for inclusive education …

Rema: Yes, those with special needs tend to be stared at.

Martyn: That's because they are hidden away.
Rema: But I must say that things have improved a lot. Now there are so many support groups.

Just a few years ago, children with special needs never had a chance to go for a film, a visit to a shopping mall … . The care-givers were occupied full-time in looking after them. But now there are so many volunteers, particularly from the student community.

I think it is important to teach them the basic life skills, help them become self-reliant. And the teacher must have a lot of patience, and can't expect miracles.

There are quite a few colleges and universities that offer programmes in special needs education and teacher training. What are some of the aspects that should be emphasised while training these teachers?

Martyn: The teacher must be aware of all the technological possibilities and resources available. That's why we need specialist training. Otherwise you have a group of students, and a lot of equipment with the teacher struggling to use it.

It is also important that a teacher starts at the learner's starting point and communicates using the learners' methods. Don't impose your agenda, but follow his to begin with.

Establishing a connection, the first stage, is the most difficult. Once that is established you can work around it, and you will find that they are more receptive. And as teachers, it is always good to improvise. You never know if you haven't tried it.

I was never trained. Whatever I learnt and developed was through trial and error while working in classrooms. I might have tried a hundred things, some never worked, others did and I remembered and kept those.

Try many methods but be patient with one. Don't give up after 20 days. It might take a year or more. But stick to it.

Advice for trainee teachers

• Be aware of all the technological possibilities and resources available
• Start at the learner's starting point
  Communicate using the learners' methods
• Establish a connection
• It is always good to improvise
• Try many methods but be patient with one
• Don't impose your agenda
• Help students become self-reliant
• Get specialist training