Accommodating students with special needs in general education classrooms Trail mom phone sex chat lines numbers
Again Pearce and Forlin (2005) states that, students with physical and sensory disabilities are generally more likely to be mainstreamed than those with intellectual, multiple, behavioural or emotional disabilities (Pearce, Forlin, 2005).If a reason has to be given Flem and Keller (2000) confirmed one and that when a special needs student goes through a mainstream school, one of the most significant concern that will arise is their relationships with other students.Because in this view they are the ones at the full front of inclusion.
This has to be done thoughtfully, considerately, and must not interrupt or compromise the learning of the other students in the class by slowing down too much (Smyth-King, 2005). C, 2008) which would positively increase teacher's attitude toward inclusion.
Having said that, secondly if a teacher is aware of the different types of learning difficulty and impairments, and have a brief or in detail knowledge of different disabilities, this knowledge coupled with providing teachers with possibility for further preparation in inclusive practices they would believed the "subject" had prepared them adequately for teaching students' or had the instructional background that would assist them to cater for students with a special need (Spandagou. This is the second reason why the training should be based around equipping teachers with the skills and necessary tools to be able to adapt their lessons(Opertti, Belalcazar, 2008).
The first part in changing the attitude is changing one's lesson plan, so that the lesson can accommodate for both special needs and non special needs students.
Keeping in mind, when adjusting the lesson plan, to keep that the effect of a special needs student's disability or learning difficulty is minimal.
First this idea poses a great challenge to apply in reality, and ever since the issue came to light researchers and professionals have always argued about the pros and cons of moving children with physical, mental, behavioural, or intellectual disabilities and/or impairments to mainstream settings where the teachers may not have the skills and trainig, nor be equipped, nor have the capabilities to deal with the particular requirements that these Student need.
And so far some professionals have argued that this move will be in no one's best interest, and some has gone as far as calling it a "disastrous legacy" (Warnock, 2005).
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Secondly some professionals state that special schools are schools which are tailor made for students with disability and special needs, but still like every other school its main goal is to teach the curriculum in full, and this would anyway preparing students for inclusion in the broader society (Forbes, 2007).