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MTSD212
Personal and Social Skills for Teaching Students with Disabilities
In this module, course participants will be able to reflect on different personal and social skills that they require when they teach students with disabilities. These skills comprise both interpersonal and intrapersonal skills. These include: self-awareness and bias, empathy, emotional literacy, communication, decision-making, assertiveness, leadership, tackling immediacy issues and preserving one’s well-being.
By the end of this programme, participants should be able to:
a. Develop the skills and competencies necessary for their personal life and their professional practice;
b. Deploy personal and social skills so as to be able to work with students with disabilities;
c. Reflect on the importance of well-being for the professional educator;
d. Reflect on how course participants can enhance their professional skills and well-being.
a. List the personal and social competencies that make an effective educator;
b. Identify the skills and competences required for a prospective educator working with students who have disabilities;
c. Outline how the skills and competences can be applied in their work with other educators, students with disabilities and parents of these students;
d. Describe the way they can be reflective practitioners;
e. Identify ways they can preserve and maintain their holistic well-being.
a. Work on the personal and social competences, necessary for their work with students with disabilities;
b. Reflect on different immediacy issues that they might encounter and discuss the best ways to tackle them effectively;
c. Enhance their own well-being as educators.
This programme adopts continuous and summative methods of assessment including assignments, online tasks, reflective journals, projects and video presentations. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures.
1. Schön, D. A. (1987). Teaching artistry through reflection-in-action. In Schön, D. A. Educating the reflective practitioner (pp. 22-40). San Francisco, CA: Jossey-Bass Publishers.
2. Camilleri, S., Caruana, A., Falzon, R., & Muscat, M. (2012). The promotion of emotional literacy through PSD: The Maltese experience. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 30(1), 19-37. doi: 10.1080/02643944.2011.651223.
3. Thornton, A. (2005), The Artist Teacher as Reflective Practitioner. International Journal of Art & Design Education, 24: 166–174. doi:10.1111/j.1476-8070.2005.00437.x
4. American Federation of Teachers, (2007). Building Parent-Teacher Relationships. Washington, D.C.: American Federation of Teachers.
5. National Parenting Education Network. (2015). Parenting Educator Competencies Resource Document. Retrieved from: http://npen.org/wp-content/uploads/2016/01/ParentingEducatorCompetencies-Resource-Document.pdf
6. Nemec, M., & Roffey, S. (2005). Emotional literacy and the case for a whole-school approach to promote sustainable educational change. Australian Association for Research in Education. Retrieved from: www.aare.edu.au/05pap/nem05355.pdf.
7. Salisch, M. V. (2001). Children’s emotional development: Challenges in their relationships to parents, peers, and friends. International Journal of Behavioral Development, 25(4), 310-319
1. Bintz, W.P., & Dillard, J. (2007). Teachers as reflective practitioners: Examining teacher stories of curricular change in a 4th grade classroom. Reading Horizons, 47 (3), 203-227.
2. Michaelson, J., Mahony, S., & Schifferes, J. (2012). Measuring wellbeing. A guide for practitioners. A short book for voluntary organizations and community groups. London: NEF.
The Institute for Education is a Further and Higher Education Institution with Licence number 2016-006
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