Due to the particularity of the educational object, if the distribution is strictly in accordance with the major, the employment field of special education graduates is relatively narrow. Undergraduate graduates can only choose to work at the grassroots level because of their simple knowledge. As far as this major is concerned, the most suitable units are various special education schools. However, as far as the actual situation in China is concerned, the number of various special education schools is very small, and most of them are concentrated in areas above medium-sized cities. Therefore, to a certain extent, the employment scope and choice of graduates of this major are not large. However, in the past few years, there were few schools offering special education majors in China, and the number of students enrolled was not large. In addition, the special talents needed for special education are generally irreplaceable, so overall, the employment form is good.
Generally speaking, the graduates of this major have received systematic professional skills training and knowledge education training during their school days, and can engage in teaching practice well. In particular, it should be pointed out that due to the particularity of the object of special education (the physically disabled), the requirements for people engaged in this kind of work are not only reflected in the mastery of knowledge and skills, but also the more important requirement is to have a good personality. Patience and love are more important in a sense.
Because special education is actually an indicator that can reflect the "humanitarian" value of a government, as long as there are special education schools, governments at all levels attach great importance to it, and there is a certain inclination from policy to finance. There are special regulations on the construction and planning of schools and the introduction of talents.
After graduation, I will become a professional who can independently engage in the diagnosis, identification, consultation, education and training of special children.
With the continuous improvement of social civilization, more and more attention will be paid to "vulnerable groups" such as deaf-mute, blind children and mentally retarded children, just like "talent development", which indicates that special education professionals will face more and more social needs. They can serve special children in special education centers and schools, or they can directly go deep into the families of every special child to provide direct and effective intervention and guidance. They can also develop and establish markets for education and development products for special children and special groups, so as to make the service form of special education more large-scale and standardized. Here, there will be a very potential career development market.
Professional preference, professional loyalty and professional enthusiasm are the important influencing factors of special education teachers' professional identity, professional decision-making, turnover intention, professional input, work performance and education quality. They are the inner, profound, stable and lasting positive psychological tendencies of special education teachers, and the most effective weapon for special education teachers to overcome job burnout, which fundamentally determines their professional cognition, emotion and behavior.
Achievement motivation, self-reflection, self-efficacy and self-evaluation are the necessary abilities of high-performance special education teachers, the guarantee for special children to enjoy high-quality special education, and the internal driving factors for special education teachers' professional efforts, self-improvement, creative work and professional happiness.
Teamwork, communication skills and understanding of others are important qualities to ensure that special education teachers can form professional groups, effectively use resources and talents to solve problems, and understand and respect special children and their parents.
Professional knowledge, professional skills and organizational management ability are the basic knowledge requirements for qualified special education teachers to be qualified as special education teachers. In terms of professional knowledge, special education teachers should not only understand the schools, viewpoints, development and academic frontiers of special education theory from a historical perspective, but also have the ability of philosophical generalization and theoretical thinking; We should not only know the technical terms of special education and the incidence of various special children, but also be familiar with various laws and policies related to special children; They should not only have extensive knowledge of general subjects and science, but more importantly, they should have profound knowledge of special education. Therefore, special education teachers should not only have the abilities that ordinary teachers should have, but also have the ability to make individual education plans, carry out action research, carry out family education and use community resources.
Good personal qualities such as integrity, strong will and stable mood are the cornerstone of the professional growth of special education teachers, the basis for developing other competency characteristics, and the important influencing factors of all cognition and behavior of special education teachers.