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The author has been a teacher
for fifteen years, giving classes at all levels of Primary Education. He
has performed professional activities in the area of psychopedagogy for
the Psychopedagogical Services of the Regional Government of Valencia (Spain).
He has given several training courses for teachers on the subject of reading
and writing problems, difficulties in reading comprehension and other psychoeducational
topics. He has taught the Master's degree in speech therapy at the University
of Alicante (Spain) and is currently assistant director of the Master's
degree in Education of the blind and visually impaired for the Complutense
University of Madrid and the ONCE. He holds the post of teacher at the
ONCE Educational Resource Centre in Alicante and collaborates with its
Education Department on teaching matters. He is author of several publications
on psychology and pedagogy.
INTRODUCTION
Training is a constant technical and reflexive process of learning and of commitment, and is an intrinsic part of professional practice aimed at improving teaching performance (Medina, 1995) in the education centre and the classroom, and at the end of this line, for the pupil. At a personal level, training requires the adoption of a positive attitude with which to examine both critically and systematically one's own activity (Stenhouse, 1982). Insofar as this may be so, teachers will be better professionals in the degree in which they are more conscious of their performance and reflect more on the role they play. The criteria for reaching this practical reflection have been pointed out by Roth (1989) (see Imbernon, 1994; p. 95).
In the last few decades, the training of professionals has acquired great relevance due to the growing interest in the teaching profession in general, and in the education of blind and visually impaired children in particular. It is the key to improvement in the quality of teaching. Training turns professionals into ideal mediators in educational activity by means of the individualized attention given to the interests and specific needs of blind or visually impaired pupils.
The need for training results from the existence within the education system of a wide range of problems related to professional practice, methods used and available resources. These problems must be tackled by appraising the relevance of the best methodological approaches that only training and educational innovation can offer. On the other hand, the education system requires professionals to dedicate their efforts and work mainly to transforming and adapting the education system to the demands of blind pupils and the education process (Medina, 1995; p.143).
This need for training and professional development has become publicly manifest through:
a) The great amount of publications on this subject.
b) The intensification of studies being offered in universities. c) The support given by institutions such as the OCDE, the Council of Europe, and the UNESCO, amongst others.
d) The media have decidedly contributed to the promotion of public decisions and debates concerning education.
e) Educational reform in a large number of countries.
f) The questioning of the teaching function by the professionals themselves and by society.
g) The need to update scientific and didactic sources of information in accordance with the new demands made by scientific and technological progress, and adapt them to the educational requirements of the blind or visually impaired.
The training of professionals is based on the analysis of social change and of the future requirements of our society which will necessarily mean rapid processes of change (Imbernon, 1994: p.9), thus making it possible to anticipate the future function of education, the educational institution and the teaching body within the new framework.
The planning of training for professionals requires, on the other hand, the performance of prospection studies on political, technical, cultural, economic and demographic changes affecting our society, because at some time in the future these will affect the educational needs of our professionals and pupils with sight handicaps. As a result, the requirements, problems and demand for training should all be analysed (Meirieu, 1987).
1. THE ONCE INTEGRATIVE MODEL
It is given this name because it attempts to reconcile in one systematic action the whole process of training of professionals as regards self training, institutional training of its own technicians and the training of all sectors of the educational community; it uses different training models and multiple varieties of training (OCDE/CERI, 1985) for this; they are all compatible and complementary, and the principal characteristics of the kinds of training used within the ONCE are now described:
1.1. Internal training of professionals working within the organization.
1.1.1. Individual training.
The conceptual model is classical (Rogers, Dewey) and states that the only kind of learning which exerts a significant influence on behaviour is that which is based on self-learning and self-discovery (Imbernon, 1994).
This model is defined as the educational activity in which the professional designs his own training and gains training by accessing the external educational opportunities offered by the ONCE itself. This is the training provided by the Educational Community and its training agencies in a variety of ways (courses, lectures, seminars, etc.), and the professional working within the organization can take advantage of such training through a system which provides individual training bursaries.
1.1.2. Training using the observation/assessment model.
The observation and assessment of teaching practice provides information for teachers and education professionals, which can serve for reflection and analysis with a view to favouring learning on the part of pupils and improving educational intervention. Individual reflection on one's own practice can be improved by the observations of others. Opinions given by an external observer contribute to objectivity in the processes of analysis of one's own teaching practice.
This model is developed through the establishment of working groups or permanent seminars in the Special Teams for Educational Attention of the blind or visually impaired and for professionals working at the Educational Resource Centres. The viability of this model has been amply validated by Showers, Joyce and Bennet (1987) and Sparks (1983).
1.1.3. Training using the development and improvement model.
This is carried out through involvement in curricular development tasks, programme design, didactic or organizational projects in order to solve general or specific problematical situations related to educational intervention for blind or visually impaired pupils.
The procedure is as follows. Reading sessions, discussions, debates, observations, etc. are carried out, and systematic meetings of the Specialist Teams as well as the Teaching Departments and Educational Teams in the case of ONCE Special Centres. This model is also used by the Educational Community and its training agencies, principally in the Teacher Centres.
The basis for this model lies in the idea that professionals learn more efficiently when they need to know something concrete or need to solve a problem; it is also based on the idea that persons who are closely involved with their work have a better understanding of what is required to improve it (Imbernon, 1994; p.71).
1.1.4. The training or institutional model.
This involves attendance at courses and seminars where the speaker is an expert who establishes the contents and development of the activities according to the training requirements of professionals involved in the education of blind or visually impaired persons. The aims, contents and training programmeare designed on the basis of the Professional Training modules of the ONCE Educational Resource Centres for the geographical catchment area, and also by the Training Committee of the Education Department, and includes theoretical aspects, demonstration of strategies and practice sessions in simulated situations (Joyce and Showers, 1988). One interesting aspect of the institutional model is continuity of training through the setting up of seminars or working groups for single topics such as early attention for blind children, or the psychopedagogical diagnosis of blind or visually impaired pupils, to name but a few.
1.2. The training of professionals within the Educational Community.
This is the training that the ONCE itself offers to professionals involved either directly or indirectly in the education of blind or visually impaired children. This training activity is directed at the following:
a) Teachers at mainstream education centres who have blind or visually impaired pupils in their classrooms.
b) Psychologists and teachers attached to Educational and Psychopedagogical Guidance Teams.
c) Pupils studying at university teacher training schools (teachers).
d) Pupils studying in university faculties of psychology and pedagogy.
e) Postgraduates.
The different kinds of training established usually comprise courses of 30 hours each. In the case of highly specialized training for postgraduates through the Master's Degree in the Training and Education of the blind and visually impaired, which is given in collaboration with the Complutense University of Madrid, the duration is two academic years.
What training curriculum is established for professionals in the Educational Community? The training directed at teachers and psychopedadogues working in integration schools covers the following basic subjects:
1. Psychoevolutive development of the blind child.
2. The anatomy and physiology of sight.
3. Visual stimulation and rehabilitation.
4. Personal independence skills: Skills for everyday life, guidance and mobility.
5. Early attention.
6. Concurrent deficiencies. Deafness and blindness.
7. Braille.
8. Specific didactics. Mathematics, social science, natural sciences, art, etc. 9. Typhlotechnology.
10. Curricular adaptations for blind and visually impaired children.
11. Family guidance and intervention.
12. The general functioning of the Specialist Teams for Educational Attention for the blind or visually impaired.
The course contents of the Master's Degree in Education are far more scientifically specialized and aim to give theoretical and practical training for specialists in education for the blind and visually impaired. Subjects such as the following are covered:
1. ONCE programmes and services relating to social and educational services.
2. The anatomical and physiological bases of sight.
3. Deficiencies concurrent with blindness.
4. The psychological development of the blind child.
5. Sensorial learning.
6. Educational bases: assessment.
7. The family of the blind child: intervention.
8. Early attention.
9. Reading and writing codes: ink and Braille.
10. Educational programmes used with blind children.
11. Psychomotor practice.
12. Social skills in blind persons.
13. Personal independence skills: O and M, HVD.
14. Employment for the blind or visually impaired.
15. New technology.
The course includes practical training at ONCE centres and services.
2. STRUCTURES OR SERVICES WHICH PROVIDE TRAINING FOR PROFESSIONALS.
The re-structuring of the Educational Services of the ONCE envisages training through the recently created Resource Centre Training Module for Professionals, in collaboration with the central services of the ONCE; the training programme will be designed annually for the geographical catchment area in question, both for internal training (professions working within the institution) and for the training of professionals and teachers in the educational community.
What is the demand for training of internal professionals? Obviously, the training demand is a differential depending on the kind of educational intervention of each professional. For example, the requirements of the Basic Rehabilitation Technician are different from those of the psychologist, educator or teacher, to name but a few. An analysis of specific topics is out of place in this study.
3. NEW REQUIREMENTS REGARDING THE TRAINING OF PROFESSIONALS.
From the point of view of training as part of educational administration, the creation of a documentary basis for the training of teachers would appear to be a significant necessity in the field of education for the blind and visually impaired, to serve as a permanent source of information for professionals in the field of education. This should be organized on an international basis via Internet and take into account the following:
a) Educational areas.
b) Educational innovations.
c) Types of training.
d) Initial training of teachers.
e) Training assistance.
f) International exchanges.
g) Postgraduate training.
h) Detection of training requirements.
The above implies the creation of a specific computerized thesaurus with specific references to the education of the blind or visually impaired.
Finally, we should like to analyse a type of training which shows great promise by virtue of the fact that it brings highly practical elements into the training of educational professionals working with the blind and visually impaired. It consists of temporary stays by way of exchanges between professionals (exchange and learning among equals, Ministry of Education and Science, 1995). This means temporary stays (of approximately one week) of professionals from the Specific Teams for educational attention of the blind and visually handicapped at the headquarters of another Team. The idea is to offer positive experience to the host Team regarding one of its functions where difficulties are being encountered, and to discuss this with the professionals involved.
The procedure for developing this kind of training is as follows: The Director of Integrated Education receives information on the area or functions covered successfully by the expert Team as well as information concerning areas in which that Team needs to compare experiences or receive assistance from another Team. This means the development of a systematized programme of Training Stays, which involves the creation of a Training Stay Project among the Teams and a subsequent assessment of it. There must be an Supply Project (issued by the Expert Team offering training) and a Demand Project (issued by the Team requesting training).
When can a Team consider itself to be expert? It can consider itself to be expert when it carries out appropriate, efficient educational intervention strategies for solving the problems which are described above. For example: specifying the working code (ink, Braille, or a mixture of the two), individualized curricular adaptations, intervention in the family, adaptation of materials and apparatus, new technology, etc.
The initial aim would be to establish a database of Teams, areas of supply and areas of demand concerning specific training. The development of this type of training is a challenge that the ONCE will have to take up and further in order to improve educational attention for blind and visually impaired pupils.
BIBLIOGRAPHY
MEDINA, A.: Formación del profesorado e innovación curricular. 1995. Rev. Bordón, vol. 47, 2, pp.143-161.
ROTH, R.: Preparing the reflective practitioner: Transforming the apprentice through the dialectic (1989). Journal of Teacher Education, 40 (2), pp.31-35.
STENHOUSE, L.: Investigación y desarrollo del curriculum. (1982). Madrid. Morata.
IMBERNÓN, F.: La formación y el desarrollo profesional del profesorado. (1994). Barcelona, GRAÓ.
JOYCE, B. and SHOWERS, B.: Student Achievement through Staff Development. (1988). New York, Longman.
Ministry of Education & Science: Orientaciones para la elaboración de proyectos y memorias de los EOEPs en su participación en la modalidad de estancias. (1995). Dirección Gral. de Renovación Pedagógica. Madrid.
MEIRIEU, Ph.: La formación continua de los enseñantes centrada en los problemas prácticos de la clase. (1987). In Min. of Ed.: Formación permanente del profesorado en Europa: Experiencias y perspectivas. Madrid.
OCDE-CERI: La formación de maestros en ejercicio. Condición de cambio en la escuela. (1985). Madrid. Narcea.
ONCE: La estructura modular. Internal publication. (1996). Madrid.
SHOWERS, J.; JOYCE, B.; BENNET, B.;: Synthesis of research on staff development: A framework for future study and a start-of-art analysis. (1987) Educational Leadership, 45 (3), pp.77-87.
SPARKS, D.: Synthesis of research on staff development for effective teaching. (1983). Educational Leadership, 41 (3), pp.65-72.