Strategies for Special Education Inclusion

Strategies for Special Education Inclusion

Strategies for Special Education Inclusion

Strategies for special education inclusion: Overview
Strategies for special education inclusion should allow for special needs children to benefit from learning environment. Children, with and without special needs, thrive in an environment that enables them to develop by becoming logical thinkers, problem solvers, expressive thinkers and socially adjusted. These capacities are the foundation for learning and social skills. Children with special needs, however, likely are negotiating the most basic of these levels. They’re learning to engage with other people, to be purposeful, and are opening and closing many circles of communication with other children and adults. Children without special needs may still be developing their abilities to be imaginative and creative or to think logically. Inclusion brings these groups together in beneficial ways.

Strategies for special education inclusion: Assessment
Strategies for special education inclusion in general education classrooms continues to gain momentum. In order to help children master each of the functional-emotional capacities, educators should try to meet each child at their own level of development, foster that stage, and enable the child to move on to the next level. Children have individual differences when it comes to motor development. Some children are able to carry out complex actions, such as tying their shoes or doing a complicated drawing, while others may barely be able to draw a line.

A child with special needs in the motor area may barely be able to communicate pre-verbally with pointing, while other children without special needs may have lots of words but differ in the complexity of their thinking. Each needs to be worked with at his or her own level and then helped to advance. Learning environments should be tailored to each child’s strengths and weaknesses. All children, special needs or not, need to build greater competency. Interactions need to be a part of an ongoing, trusting, intimate relationship that children have with teachers and each other.

Strategies for special education inclusion: Action
Strategies for special education inclusion and support for full inclusion has gained great support over the decades. The inclusion process can be complicated. However, experts believe the benefits outlast the negatives. Children need to develop certain abilities before they are able to work together in groups. These include the ability to interact with one another with some degree of attention, to use simple purposeful gesturing, and to discuss ideas logically. Since many children with special needs are not ready to do these things, it is important to work with them in small groups of two or three. To create a truly inclusive environment for children, adequate staffing needs to be in place, including volunteers. At the very least, the ratio of children to adults should be four to one.

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