The teacher is the helmsman of education and training, due to his role and position, he is looked at with a different perspective compared to other groups in the society, he must have knowledge, skill, competence and professional commitment in order to fulfill his mission. important and dangerous (Delore, 2022). Numerous researches show that the quality of the teacher's performance is a very important factor in explaining the learning results and achievements of the educational system. Therefore, if an educational system fails to educate learners with appropriate skills and at the level of society's expectations, one of the main reasons can often be found in the quality of its teachers and trainers. When we talk about teachers' qualifications, we mean what helps them to work better and more effectively in different situations. Competence is a positive combination of knowledge, ability and willingness of a person to cope successfully and responsibly with changing conditions. Therefore, competence does not only focus on teachers' ability to achieve visible goals, but also extends to characteristics that are not yet fully apparent but may be identified in teachers' behavior. These competences cannot be communicated but must be developed. This type of competency is an internal quality that is not taught but learned. Furthermore, competence is not a finite state, but a quality that is continuously developed through practice (Warr et al., 2019).
In addition, since the education and training of students, especially students with special (exceptional) needs, is a very complex and specialized matter, there is no doubt that teachers and trainers lack the necessary professional and specialized skills for this type of training. Learners will not be able to do this task. This research was conducted by reviewing the texts, scientific documents and reviewing the subject literature with the aim of identifying and explaining the role of professional competencies of special education teachers and trainers with a focus on the mentally retarded group. The results of the surveys have been presented in the form of a set of competencies required by teachers and coaches of mentally challenged students, which include components such as positive and supportive interaction and creating hope in the child, controlling emotions and stress, attitude and skills. Facilitation in affairs, the ability to cultivate creativity, intelligent behavior along with scientific vision and cultural awareness, designing empowerment activities and timely intervention, enriching, adapting and strengthening the content and learning environment, as well as teaching communication skills, problem solving, Safety and health and defense of individual and social rights are among the most important. The topics presented can be used in the field of educational policy, evaluation of professional competence and empowerment of teachers and trainers in general and for special education teachers specifically, as well as in the design and development of curricula for disabled stude .Be used mentally.. |
