Special Educator in CBSE-Affiliated Schools

To promote inclusive education, the Central Board of Secondary Education (CBSE) issued a directive in 2008 (Circular No. 45 dated 29.10.2008) requiring affiliated schools to appoint special educators. The primary goal of this initiative is to support students with learning and other disabilities. CBSE has identified that children with Learning Disabilities (LD) are often mislabelled as ‘lazy’ or ‘poor performers’ due to their ‘invisible disability.’ Learning Disabilities can manifest in various ways, hindering a student's ability to listen, think, speak, read, write, spell, or perform mathematical calculations. These learners may experience difficulties with perception, conceptualisation, language, memory, attention, or motor control.

?

In 2009, CBSE found that many mainstream schools were denying admission to students with special needs, as these students often face challenges in learning, such as difficulty focusing on the teacher during classroom interactions or varying learning paces. To address these challenges, CBSE directed schools to admit children with special needs and provide aids—dedicated adults who support and encourage these students to keep pace with the class. Schools are also encouraged to allow parents to request such aids to ensure individual attention, helping children learn and grow alongside their peers. Furthermore, inclusive education should include an Individual Evaluation Program (IEP), which sets specific goals for each child based on their needs. To implement this effectively, schools must employ qualified special educators, as previously recommended (Circular No. 65 dated 24.12.2009).

?

In 2015 and 2017, CBSE reiterated its directive for affiliated schools to appoint special educators and promote inclusive education, making it mandatory (CBSE/ACAD/JS & IC (A & T)/2015 & CBSE/AFF/Circular 13/2017). However, many school managements and administrators are still unaware of the special educator positions. Some schools mistakenly appoint counsellors instead of special educators due to a lack of awareness about the roles and qualifications required for a special educator.

Difference Between a Counsellor/Wellness Teacher and a Special Educator

Role of the Counsellor/Wellness Teacher:?

The role of a counsellor in schools is to ensure the physical, psychological, and emotional well-being of students and to enhance support systems that nurture students' mental and emotional health.

Qualifications of a Counsellor/Wellness Teacher ((CBSE/M&PR/Counseling/Mapping/2024):?

- Graduate/Postgraduate in Psychology, or?

- Postgraduate in Child Development, or?

- Graduate/Postgraduate with a Diploma in Career Guidance and Counselling.?

?

Role of the Special Educator:?

The role of a special educator is to work with students who have physical disabilities, sensory impairments, or developmental disabilities such as Autism, Intellectual Disabilities, Cerebral Palsy, and Specific Learning Disabilities. Special educators are also equipped to work with gifted and talented children. They are responsible for developing skills that help students access the mainstream curriculum and work with teachers to ensure instruction and materials are accessible and engaging for all students. Special educators provide in-class support for students with special needs and assist teachers through co-teaching. They also collaborate with families to provide guidance for home-based training and the progression of the student.

Qualifications of a Special Educator:?

The minimum requirements for RCI-approved (7-91/RCI-2011) special educators are as follows:

- Pre-School/Nursery/Play School:?

? - 10th passed and Certificate program in Early Childhood Special Education, or?

? - 12th passed and a One-year Diploma program in Early Childhood Special Education, or?

? - 12th passed and Diploma in Teaching Young Children (Deaf and Hard of Hearing), or?

? - 10th passed and Certificate in Caregiving, or?

? - Any other equivalent qualification approved by RCI.

- Elementary (Primary or Upper Primary):?

? - 12th passed and a two-year D.Ed. in Special Education in any disability category, or?

? - 12th passed and a one-year Diploma in Special Education in any disability category, or?

? - Diploma in Community-Based Rehabilitation (DCBR) with a 6-month Certificate course in Education of Children with Special Needs, or?

? - Post Graduate Diploma in Community-Based Rehabilitation with a 6-month Certification in Education of Children with Special Needs, or?

? - Diploma in Multi-Rehabilitation Worker (MRW) with a 6-month Certification in Education of Children with Special Needs, or?

? - Junior Diploma in Teaching the Deaf, or?

? - Primary Level Teaching Training course in Visual Impairment, or?

? - Diploma in Vocational Rehabilitation ID/Diploma in Vocational Training and Employment ID with a 6-month Certification in Education of Children with Special Needs, or?

? - Diploma in Hearing Language and Speech with a 6-month Certification in Education of Children with Special Needs, or?

? - 12th passed with an RCI-recognized qualification of minimum one-year duration and a 6-month Certificate in Education of Children with Special Needs, or?

? - Any other equivalent qualification approved by RCI.

?

- Secondary and Senior Secondary:?

? - Graduate with B.Ed. in Special Education, or?

? - B.Ed. (General) with a one-year Diploma in Special Education, or?

? - B.Ed. (General) with a two-year Diploma in Special Education, or?

? - B.Ed. (General) with a Post Graduate Diploma in Special Education, or?

? - B.Ed. in Special Education with a Post Graduate Professional Certificate in Special Education, or?

? - PG Diploma in Special Education (ID), or?

? - PG Diploma in Special Education (Multiple Disability: Physical & Neurological), or?

? - PG Diploma in Special Education (Locomotor Impairment and Cerebral Palsy), or?

? - Secondary Level Teaching Training Course in Visual Impairment, or?

? - Senior Diploma in Teaching the Deaf, or?

? - B.A. B.Ed. in Visual Impairment, or?

? - Any other equivalent qualification approved by RCI.

CBSE and RCI have clearly outlined the educational qualifications and roles of special educators in affiliated schools. All schools must comply with these guidelines to ensure the well-being of children with special needs. Each CBSE Regional Officer must ensure that schools are adhering to these guidelines, and special educators should actively educate school authorities on the importance of these roles.

Jimson ER

Special Educator