INCA Education around the world
Spain : Initial Teacher Training
7.5.1 Control
7.5.2 Types of training institutions and courses
7.5.2.1 Admissions
7.5.3 Trainers
7.5.4 Curriculum for initial teacher training
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement
7.5.5.2 Probationary periods
7.5.6 Post-qualification induction periods.
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them may have been superceded.
This section of the INCA website describes initial teacher training for teachers of students with special educational needs. For information on initial teacher training for teachers in pre-compulsory, primary, lower secondary and upper secondary mainstream education, see sections 7.1, 7.2, 7.3 and 7.4 of the mainstream country archive respectively.
7.5 Initial training of teachers working with students with special educational needs in publicly funded mainstream or special schools
In Spain, special educational needs may be met either in special or in ordinary, mainstream establishments, although the general expectation is that students with special needs are enrolled in ordinary mainstream schools and programmes, which should be adapted to suit each student's capabilities.12
See 2.1.4. for further information.
In ordinary mainstream establishments, to teach in educación infantil or primary education, teachers must hold a Maestro certificate in the corresponding specialisation (for example, Maestro degree holders with the corresponding specialisation in educación infantil).31
Students who successfully complete their teacher training studies at either escuelas universitarias (university schools) or university teacher training centres earn a Maestro certificate in the corresponding specialisation. The Maestro certificate obtained by teachers specialising in special education and/or teachers specialising in hearing and language is regulated by a 1991 Royal Decree, which also lists the specialisations and general guidelines for the studies leading to this degree.31
Teachers in secondary education must hold a Licenciado, Ingeniero, Arquitecto or equivalent degree. They all teach all types of students, including students with special needs.31
In addition to Maestros in educación infantil and primary education, and teachers in secondary education, mainstream establishments catering for students with special needs must provide support for special education through Maestros who are specialists in special education and/or hearing and language.31
Consequently, for students with special educational needs requiring significant adaptations of the curriculum in various or in all areas, primary and secondary education establishments have support personnel (such as specialist special education teachers (teachers in therapeutic pedagogy), hearing and language teachers, support teachers from the compensatory education programme, etc.) who reinforce the work of the rest of the teachers. The organisation of this support varies from one school to another according to need and the organisational arrangements within the school.31
In publicly-funded special education units (in mainstream and special schools), each class group has a form/class teacher who assumes responsibility for both the classroom programme and any necessary curricular adaptations for students with special needs.12
Special schools provide support for students with special needs through Maestros who are specialists in special education and/or hearing and language. The professional/student ratio varies depending on the number of students and the kind of curricular adaptations they may need.28
In addition to Maestros, physiotherapists, specialist PE teachers and educational aides/teaching support assistants, qualified nurses and social workers are provided.31
In specific vocational training (students usually aged 16+), in addition to being taught by Maestros, students receive instruction from vocational training technicians who teach technical and practical courses.12
There are also peripatetic special needs teachers. These teach students with special needs enrolled in several establishments.12
See section 4.5.4. for further information on the range of support staff available for students with special educational needs in Spain.
7.5.1 Control
The Government, acting on a Council for University Coordination recommendation, establishes those university certificates which are valid nationwide, along with the general regulations for the successful completion of studies to earn these certificates. On the basis of these regulations, individual universities specify the studies required to earn the various kinds of certificates, subject to subsequent validation by the Council for University Coordination.28 This body, the ultimate consultative and coordination body of the university system, is responsible for the overall evaluation of university education. Its functions are to consult, coordinate, plan, inform, advise and make proposals with regard to the university system. It is also responsible for the general improvement of the Spanish university system as a whole.31
The academic qualifications required to teach are the same throughout Spain, although they do vary according to the various levels of the education system. The diplomas required to teach at the non-university level are specified in the LOGSE4 and LOCE legislation. 26 31
The Spanish Association for Special Education (Asociación Española para la Educación Especial - AEDES) aims to bring together those concerned with the development, education, training, promotion and social integration of individuals whose limitations, deficiencies or problems make the normal process of personal fulfilment difficult. The Association makes sure there is effective communication among professionals relating to special education, both at national and international levels.31
7.5.2 Types of training institutions and courses
Various specialisms are available in the Diplomatura de Magisterio (teacher training qualification):
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educación infantil
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primary education
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foreign language
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physical education and
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musical education. 31
In practice, a teacher who trains in any one of these specialist areas is qualified to teach all students, including those with special educational needs. However, in addition to the types of teacher training specialism mentioned above, there are two specialisms linked directly to students with special educational needs: Special Education and Hearing and Language.31
The initial training of Maestros prepares them for teaching in either educación infantil or primary education, or for teaching a specific group of students, for example those with special educational needs.31
Teacher training is provided in university schools (escuelas universitarias), in education faculties, and in university teacher training centres. It is regarded as first-cycle university training (diploma level).31
The syllabuses approved by universities are organised as first cycle studies; the expected length of the course is three years. The different syllabuses leading to the "Maestro-Especialidad de Educación Especial" (Teacher-Special Education Specialism) degree determine, in credits, the overall teaching load, which cannot be lower than 180 or higher than the maximum number of credits that legal regulations allow for first cycle studies.31
The teaching load established in the syllabus ranges between 20 and 30 hours per week, including practical training. The teaching load for the theoretical part of training should not, under any circumstances, be more than 15 hours per week.31
Studies leading to the Maestro-Especialidad de Educación Especial (Teacher-Special Education Specialism) degree must ensure that training covers the relevant level of the education system, integrating general aspects of initial teacher training with specific training for the special education specialism.31
7.5.2.1 Admissions
Initial teacher training courses specialising in special educational needs
See sections 7.1.2.1, 7.2.2.1, 7.3.2.1 and 7.4.2.1 of the mainstream archive in addition for general information on admission to courses of initial teacher training in Spain.
Conditions for admission to escuelas universitarias or university teacher training centres are generally the same as those for all students entering first cycle university studies. If there is no restriction on the number of available places, anyone who has passed the second/final year of the Bachillerato course or certain specialisms offered in advanced specific vocational training or their equivalent, can enrol in escuelas universitarias. Should centres be over-subscribed, admission is subject to priority, preference and assessment standards. Passing an entrance examination is an indispensable prerequisite to undertaking long cycle university studies. In order to gain access to first cycle studies it is not an essential prerequisite to take such an examination. However, bearing in mind that the students who take them have priority over those who do not, and that almost all courses do have limited places, in practice, passing this exam becomes a 'must'.31
In general, if the number of places is restricted, the following priority, preference and assessment criteria are taken into account:
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Firstly, priority is given to students who have passed the entrance examination in the ordinary examinations for the current year or previous years.
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Secondly, students who have passed the entrance examination in the extraordinary examinations for the current year are taken into consideration.
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Thirdly, those students who have passed the Bachillerato are considered. 31
Knowledge of the particular language of the Autonomous Community may also be a relevant factor in admission to courses of initial teacher training.31
7.5.3 Trainers
See 7.1.3, 7.2.3, 7.3.3. and 7.4.3.
7.5.4 Curriculum for initial teacher training
For those initial teacher training courses specialising in either special education or hearing and language, there are no differences in course/curriculum content for teachers training to work with children with special needs in mainstream schools compared with those training to work in special schools.31
Curriculum content in teacher training courses specialising in special educational needs does, however, vary according to the individual establishment providing the course.31
Maestro-Especialidad de Educación Especial (Teacher-Special Education Specialism)
The formative objectives of the Maestro-Especialidad de Educación Especial degree are to provide training which develops teaching activity for different levels of the education system, integrating both the general elements of teacher training and specific preparation for the special education specialism. In order to ensure training that meets such objectives, courses include the study of:
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intellectual difficulties
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learning difficulties
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motor deficiency
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non-verbal communication systems
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integration of the visually disabled
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behaviour management
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the pedagogy of rehabilitation of different types of special needs.31
The ultimate aim of such courses is to ensure the integration of children with special needs into society.31
The degree is a first cycle qualification which is valid nationwide. The course lasts three years and amounts to 207 credits.31
Course content aims to balance the proportion of professional (teaching) subjects such as:
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theories and contemporary institutions in education
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psychology of education and development
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sociology of education
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general pedagogy
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ICT applied to education
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psycho-pedagogical foundations of special education and
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school organisation
with subjects relating specifically to special education including, for example:
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evolutionary and educational aspects of mental, auditory, motor and visual deficiencies
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conduct and personality disorders
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school failure
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attention to socio-cultural diversity
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biological foundations of disabilities
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research methods in special education
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educational treatment of oral and written language disorders and
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pedagogical and organisational aspects of special education.31
In addition, courses include a group of subjects relating to the teaching of mathematics, sciences, and physical and artistic expression.31
This training is completed with a professional induction period (Practicum).31
Credits:
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Main subjects: 135.5 credits
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Compulsory subjects: 41.5 credits
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Optional subjects: 9 credits
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Free choice subjects: 21 credits.31
The main subjects compulsory in all the syllabuses leading to the Maestro-Especialidad de Educación Especial degree are listed below, together with a brief description of content, corresponding credits, and links to one or more other areas of knowledge.31
Universities assign the teaching of the main subjects, and/or the corresponding disciplines or subjects and their contents, to departments that include one or several areas of knowledge to which they are linked.31
| Maestro - Special education specialisation degree | |
| Credits | |
| 1. Common main subjects of the Maestro degree in all its specialisms | |
| Psycho-pedagogical foundations of special education | 8 |
| General pedagogy | 8 |
| Organisation of educational establishments | 4 |
| Psychology of education and development during school age | 8 |
| Sociology of education | 4 |
| Theories and contemporary institutions of education | 4 |
| ICT applied to education | |
| 2. Main subjects of the specialism | |
| Pedagogical and organisational aspects of special education | 6 |
| Physical education and pedagogy | 4 |
| Mathematics and pedagogy | 4 |
| Language and literature and pedagogy | 6 |
| Foreign languages and pedagogy | 4 |
| Instrumental training | 8 |
| Musical groups | 8 |
| Rhythmical training and dance | 4 |
| Oral and auditory training | 4 |
| History of music and folklore | 4 |
| Musical language | 4 |
| Practicum | 32 |
As a further example, the University of Salamanca (http://www.usal.es/) offers the following modules of study in its "Maestro: Educacion especial" (Teacher specialising in special needs) course, which lasts for three years:30
Year 1
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Developmental aspects of students with special needs/disabilities.
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Pedagogical basis of special education.
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Psychological basis of special education.
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General teaching.
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Physical education (PE) for students with special educational needs.
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Drawing and its teaching.
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History and theory of special education.
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School-family interaction.
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The Spanish language and its teaching.
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Mathematics and its teaching.
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Comparative pedagogy.
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Psychology of development at school-age.
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Contemporary theories and institutions.30
Year 2
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Philosophical anthropology.
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Teaching of images.
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Physical education skills.
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Educational interventions with extremely difficult children.
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Motor skills.
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School layout.
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Guidance and tutoring.
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Personality, evaluation and treatment.
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Practicum 1.
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Promotion of personal and social development within a school.
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Educational psychology.
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Psychology of the personality.
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Psychology of sexuality in the school setting.
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Social science methodology in schools.
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Conduct and personality disorders.
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Special assistance for problems with the written language.30
Year 3
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Teaching aspects of intervention.
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Teaching and organisational aspects of special education.
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Knowledge of the natural environment and its teaching.
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Knowledge of the social and cultural environment and its teaching.
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Ecology and its teaching.
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The environment and the art of sculpture and modelling.
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Musical expression and its teaching.
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The art of sculpture and modelling and its teaching.
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Children's literature.
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Materials and resources for teaching mathematics.
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Methodology of educational research.
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The use of new technologies in education.
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Practicum 2.
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Psychological diagnosis in special education.
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Psychometrics.
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Sociology of education.
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Language workshop.
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Problems with spoken language in schools.30
Specialist degree in hearing and language
The specialist initial teacher training degree in hearing and language is also a first cycle qualification, which is valid nationwide, takes three years to complete and amounts to 207 credits.31
Course content aims to ensure a balance between professional/teaching subjects such as:
-
theories and contemporary institutions in education;
-
psychology of education and development;
-
sociology of education;
-
general pedagogy;
-
ICT applied to education;
-
psycho-pedagogical foundations of special education; and
-
school organisation;
and subjects specific to hearing and language studies:
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phonetics and phonology;
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morphosyntax and semantics;
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anatomy, physiology and neurology of language;
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evolutionary aspects of thinking and language;
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psychopathology of hearing and language;
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educational diagnosis and treatment of disorders (hearing, language, and oral and written language);
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pedagogy of language and literature;
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the teaching and learning of reading and writing;
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alternative systems of communication;
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musicotherapy;
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sign language; and
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Spanish as a second language.31
In addition, courses include a small group of subjects related to physical and artistic expression.31
This training is completed with a professional induction period (Practicum).31
Credits:
Total academic credits: 207
Compulsory credits: 177
Optional credits: 9
Free-choice credits: 21 31
Practicum
In addition to the theoretical part of the course, courses of initial teacher training include the Practicum or teaching practice, which has a minimum duration of 320 hours. Generally, this Practicum takes place throughout the course in each university and consists of a series of activities carried out outside the university. The aim is to enable students to directly experience the professional world they are preparing for. It is an opportunity for them to verify, contrast and put into practice the information, concepts, procedures and attitudes they are acquiring.31
Teaching practice is carried out in educación infantil or primary education establishments (in the special education classroom), or in a special education establishment, either public, local, private, rural or urban. It can also be carried out in adult schools and penitentiary centres, as well as in hospital classrooms. A teacher-tutor is assigned to each student. He/she guides, helps, monitors and evaluates the student while he/she is doing the Practicum.31
7.5.5 Qualifications and standards
7.5.5.1 Qualifications and entitlement
See sections 7.1.5, 7.2.5. and 7.3.5. of the mainstream archive for further information relating to qualifications and entitlement.
Once the Diplomatura de Magisterio (teacher training qualification) is obtained, teaching staff can work in either public or private establishments.31
Teachers wishing to work in the public sector need to pass the corresponding competitive examination. However, it is possible to teach in the public sector, without having passed this examination, through appointment as an official supply teacher (funcionario interino).31
Teachers wishing to work in private establishments usually do so through contract with the owner of the establishment.31
Students who have trained as Maestros with a specialism in special education or in hearing and language are qualified as special needs teachers for primary and secondary schools.29 14
Students with certain special educational needs, such as those who are deaf or dysphasic, are generally taught by qualified hearing and language teachers in special establishments.31
7.5.5.2 Probationary periods
See sections 7.1.5.2, 7.2.5.2, 7.3.5.2. and 7.4.5.2. of the mainstream Archive.
7.5.6 Post-qualification induction periods
See sections 7.1.6, 7.2.6, 7.3.6. and 7.4.6. of the mainstream Archive for further information.
