Identifying the Professional Competencies of Teachers of Students with Intellectual Disabilities in the Special Education System of Iran

Numerous studies have shown that the quality of teacher’s performance is a very important factor in determining the learning outcomes and achievements of the educational system. This research was conducted through qualitative text analysis using the pertinent research projects, scientific documents and formal educational, documents at national and international levels, as well as the related literature with the aim of identifying and explaining the role of professional competencies of special education teachers and trainers with a focus on students with intellectual disabilities. The results of the analysis have been presented in the form of a set of competencies required by teachers and trainers of intellectually disabled students, which include components such as positive and supportive interaction and creating hope in children, control of emotions and stress, attitude and skills for facilitation of affairs, ability in cultivating creativity, intelligent behavior with scientific vision and cultural awareness, designing empowerment activities and timely intervention programs, enriching, adapting and strengthening content and learning environment, as well as teaching skills needed for effective communication, problem-solving, safety, and health, and defending their individual and social rights. The presented arguments can be used in the field of educational policy-making, evaluation of professional competence, and empowerment of teachers and trainers in general and special education, as well as in the design and development of curricula for students with intellectual disabilities.