I believe that special education teachers should be trained in assistive technology. From my experience with special education teachers, many are not familiar with simple low tech assistive technology ( color coding materials, book markers, dividers, word walls, etc.) that can make learning easier.

For several historical reasons few special education teachers have ever learned much about teaching children to read and write. As odd as that may seem, given that 80% of special education students have reading difficulties, few states require special education teachers in training to complete even a single course on reading methods, reading research, reading assessment, or even the psychology of reading. I would hypothesize that the primary reason we see so little evidence of personalized reading lessons is this lack of expertise about teaching children to read. This lack may also be the reason so many special education programs use scripted commercial reading curriculum. Unfortunately, the research has demonstrated repeatedly that none of these widely used commercial reading materials improve students reading achievement. Thus, unfortunately, our students with the greatest need for intensive and expert reading lessons are more likely getting inexpert and unintensive reading instruction. Then we blame their disability for their lack of reading progress.

Historically, there are two distinct approaches to special education,

in the first case, the specialized teacher constitutes a fundamental element of mediation between students with disabilities and the educational world,

in the other case, the intervention of the teacher is not addressed to the particular disability but on the construction of educational inclusion processes in group-class as well as in the educational environment in broad sense.

From here onwards the skills required for specialized teacher can be very different.

I agree that many special educators are not adequately trained in literacy methods especially methods for teaching fundamental reading skills such as decoding and fluency. One look at NAEP results that show the extremity and persistence of the gap between special and general education student reading skills shows that we are not adequately addressing this problem.

While in general, special education teachers need to be better prepared in realms of technical expertise and pedagogical knowledge, there are other important forms of knowledge and dispositional characteristics that need to be addressed. Special education teachers must have dispositional characteristics and knowledge that will prepare them to be true advocates for the inclusion and and empowerment of children with disabilities. Federal special education law (IDEA) mandates that children with disabilities be educated next to their nondisabled peers to the greatest extent appropriate and that parents of the students be empowered to be active and effective advocates for them. Unfortunately, it is very common for teachers, special and general education, to hold deficit perspectives on students with disabilities and their parents. Children are segregated inappropriately and not allowed access to inclusive educational experiences and parents are often considered "in denial" or negligent when they don't agree with or resist professional expertise and decisions. Also, as we all know, children from minority populations in the United States and elsewhere (e.g., the Roma in Europe and African-Americans in the United States) are disproportionately identified for special education and more likely to be placed in more segregated settings within special education. Special education teachers must be aware of their deficit-based biases relative to the abilities and potentialities of children with disabilities. They must be prepared to become advocates for and not adversaries of parents of children in special education and they must develop cultural competencies and tolerant dispositions in order to recognize when their own cultural biases may contribute to the problem of overrepresentation and over segregation of children from minority cultures.

I agree with the previous response in its entirety.

In annex you can find some significant link.

http://www2.unescobkk.org/elib/publications/243_244/Teaching_children.pdf

I agree with the previous response in its entirety.

In annex you can find another significant link.

http://www.bced.gov.bc.ca/specialed/sid/

Thank you very much for all your inputs and feedback. I am writing a paper in this area as I observe there are special education teachers who are not trained to teach various disabilities. Thus the teaching and learning process is not effective.