Addis Ababa Science and Technology

University
College of Natural and Social Science
Department of Social Science

Inclusiveness
 Unit 1: Understanding
disabilities and vulnerabilities
1.1. Definitions of basic terms

Impairment is any loss or abnormality of

psychological, physiological, or anatomical
structure or function.
(e.g., a missing limb)
 Impairments are problems in body
function or structure as a significant
deviation or loss.
 Body functions are the physiological functions
of body systems (including psychological
functions)

 Impairments represent a deviation from certain

generally accepted population standards.
The presence of impairments do not necessarily
indicate that a disease is present or that the individual
should be regarded as sick.

Impairments can be temporary or

permanent; progressive, regressive or
static; intermittent or continuous.

Disability is any restriction or lack

(resulting from an impairment) of ability to
perform an activity in the manner or within
the range considered normal for a human
being.
Disability is a condition caused by an accident,
trauma, genetics or disease that may limit a person’s
mobility, hearing, vision, speech or cognitive
function.

Itis incapacity recognized by law as limiting or preventing,

for example, mobility.

A disability exists when an impairment limits

a person’s ability to perform certain tasks (e.g.,
walk, see, etc)

It can be also be defined as a functional limitation

Handicap is a disadvantage for a given individual,
resulting from impairment or a disability, that limits or
prevents the fulfillment of a role that is normal for that
individual (in relation to age, sex, social and cultural
factors)

A person with a disability is not handicapped, unless the

disability leads to educational, personal, social,
vocational, or other problems.

 it is a disadvantage that a person with a disability or

impairment encounters when interacting with the
environment.

 It is a physical or attitudinal constraint imposed upon a

person, regardless of whether that person has a
disability or not.
It is defined as “the loss or limitation of
opportunities to take part in the normal life of
the community on an equal level with others
due to physical or social barriers”.
NOTE:
a disability may pose a handicap in one
environment but not in another.
People with disabilities may experience
handicap regardless of their disability because
of other people’s negative attitude
Although the terms impairment , disability ,
and handicap are sometimes used
interchangeably, they are not synonymous.
 1.2. Theoretical Approaches to
Disability
Abasic understanding of the main theories of
disability can help to shed light on different
approaches.

The ‘traditional model’

Traditionally, in many cultures around the
world, people with physical, sensory or
mental impairments were thought of as under
the spell of witchcraft, possessed by
demons, or as penitent sinners, being
punished by God for wrong-doing by
themselves or their parents.
 The Social Model

The social model of disability, on the other

hand, sees disability as a socially-created
problem and not at all an attribute of an
individual.
On the social model, disability demands a
political response, since the problem is
created by an unaccommodating physical
environment brought about by attitudes and
other features of the social environment.
 The Medical model
The medical model views disability as a
feature of the person, directly caused by the
disease, trauma or other health condition,
which requires medical care provided in the
form of individual treatment by professionals.
Disability, on this model, calls for medical or
other treatment or intervention, to ‘correct’
the problem with the individual.
The Biopsychosocial Model

On their own the medical and social models

are partially valid but not adequate so a
synthesis of both models is the most useful
approach. The latest International
Classification and Functioning from the
World Health Organisation is based on the
biopsychosocial model which is an
integration of the medical and social models
and provides a coherent view of different
perspectives of health: biological, individual
and social.
International Classification of
Functioning, Disability and Health
The International Classification of
Functioning, Disability and Health is more
commonly known as the ICF and it
provides a standard language and
framework for the description of health
and health-related states. The first version
was published in 1980 and was updated in
2002.
International Classification of Functioning,
Disability and Health
The diagram identifies three levels of human
functioning classified by ICF: functioning at the
level of body or body part, the whole person,
and the whole person in a social context.

Disability therefore involves dysfunctioning at

one or more of these same levels;
impairments, activity limitations and
participation restrictions.
The latest version puts the notion of health and
disability in a new light by acknowledging that
every human being can experience a decrement
in health and thereby experience some disability.
This is not something that happens only to a
minority of humanity.

In the ICF, the term functioning refers to all body

functions, activities and participation, while
disability is similarly an umbrella term for
impairments, activity limitations and participation
restrictions.
In ICF disability and functioning are viewed
as outcomes of interactions between health
conditions (diseases, disorders and injuries)
and contextual factors.
Among contextual factors are external
environmental factors (for example, social
attitudes, architectural characteristics, legal
and social structures, as well as climate,
terrain and so forth); and internal personal
factors, which include gender, age, coping
styles, social background, education,
profession, part and current experience,
 1.3. Causes of disability
Genetic Causes
◦Abnormalities in genes and genetic inheritance can
cause down syndrome,
Environmental causes
◦Poverty and malnutrition in pregnant mothers
can result in deformation issues in the unborn child.
◦The use of drugs, alcohol, tobacco, the exposure to
certain toxic chemicals and illnesses, toxoplasmosis,
cytomegalovirus, rubella and syphilis by a pregnant
mother can cause intellectual disability.
◦Childhood diseases such as a whooping cough,
measles, and chicken pox may lead to meningitis and
encephalitis. This can cause damage to the brain of
the child.
◦Toxic material such as lead and mercury can
Unknown Causes
Humans have still not found all the answers to all
the defects in the human body.
Inaccessible environments
 When society develops infrastructure such as
houses, roads, parks and other public places
without consideration to people with impairment,
the basically make it impossible for them to take
care of themselves.
◦For example, if a school is built with a ramp, it
makes it easy for people with wheelchairs to
move about freely.
 This way, their impairment is not made worse.
Lack of education, support services, health and
opportunities for people with impairment can
1.4. Types of disabilities

Some nine major disabilities are listed and

briefly
1. Visual Impairment designates two sub-
classifications.
i) Blindness, total or partial inability to see.
 is not correctable with eyeglasses or contact
lenses.
 may not mean a total absence of sight, they
may perceive slowly moving lights or colors.
ii) The term low vision is used for moderately
impaired vision.
 It affects
- only central vision—the area directly in front of
II. Hearing Impairment
includes the sub-classifications of the hard of
hearing and deaf.

i) Hard of Hearing: can also be used to describe

persons with enough (usually with hearing aids) as
a primary modality of acquisition of language and
in communication with others.

ii) Deaf: those who have difficulty

understanding speech, even with hearing
aids but can successfully communicate in sign
language.
III. Specific learning disability
Specific Learning Disability means a disorder
in one or more of the basic psychological
processes involved in understanding or in using
language, spoken or written, that may manifest
itself in the imperfect ability to listen, think, speak,
read, write, spell, or to do mathematical
calculations.

The term does not include learning problems that

are primarily the result of visual, hearing, or motor
disabilities; of intellectual disability; of emotional
disturbance; or of environmental, cultural, or
economic disadvantage.
IV. Speech and Language Impairments
can be divided into two groups:
i) Speech Impairments
There are three basic types of speech impairments:
Articulation disorders are errors in the production of
speech sounds that may be related to anatomical or
physiological limitations in the skeletal, muscular, or
neuromuscular support for speech production. These
include: Omissions: (bo for boat), Substitutions: (wabbit
for rabbit), and Distortions: (shlip for sip)
Fluency disorders are difficulties with the rhythm and
timing of speech characterized by hesitations, stuttering
(repetitions), or prolongations of sounds, syllables, words,
or phrases, and cluttering: h
Voice disorders are characterized by abnormal
production and/or absences of vocal quality, pitch,
loudness, resonance, and/or duration.
ii) Language Impairments
V. Autism

 Autism is a neurodevelopment disorder defined

by impairments in social and communication
development, accompanied by stereotyped
patterns of behavior and interest (Landa, 2007).

 It is pervasive developmental disorder

characterized by lack of normal sociability,
impaired communication and repetitive obsessive
behavior such as politeness, turn-taking (Young &
Nettlebeck , 2005).
 VI. Emotional and Behavioral Disorders

According to Individuals with Disabilities Education

Act (IDEA), the term Emotional and Behavioral
Disorders means a condition exhibiting one or more
of the following characteristics over a long period
of time and to a marked degree that adversely
affects educational performance
1) An inability to learn that cannot be explained by
intellectual, sensory, or health factors;
2) An inability to build or maintain satisfactory
interpersonal relationships with peers and
teachers;
3) Inappropriate types of behavior or feelings under
normal circumstances;
4) A general pervasive mood of unhappiness or
depression; or
They are also anxious and frequently depressed.
 Psychotic behavior: These individuals show more
bizarre behavior. They may hallucinate, deal in a
fantasy world and may even talk in gibberish.
 Motor excess: These students are hyperactive. They
cannot sit nor listen to others nor keep their attention
focused. Kauffman (1993) conclude that emotion or
behavioral disorders fall into two broad classifications:
1) Externalizing Behavior: also called under controlled
disorder, include such problems disobedience,
disruptiveness, fighting, tempers tantrums,
irresponsibility, jealous, anger, attention seeking etc…
2) Internalizing Behavior: also known as over
controlled disorders, include such problems anxiety,
immaturity, shyness, social withdrawal, feeling of
inadequacy (inferiority), guilt, depression and worries a
Causes of behavioral and emotional disorders
Behavioral and emotion disorders result from many
causes, these includes the following.
1. Biological- includes genetic disorders, brain
damage, and malnutrition, allergies, temperament
and damage to the central nervous system.
2. Family factors- include family interactions,
family influence, child abuse, neglect, and poor
disciplinary practices at home.
3. Cultural factors- include some traditional and
cultural negative practices, for example watching
violence and sexually oriented movies and TV
programs.
4. Environmental factors- include peer pressure,
living in impoverished areas, and schooling
 VII) Intellectual Disability
Intellectual disability is a disability characterized by significant
limitations in both intellectual functioning and in adaptive behavior,
which covers many everyday social and practical skills. This disability
originates before the age of 18.
An individual is considered to have an intellectual disability based on the
following two criteria:
◦ 1. Sub average intellectual functioning: It refers to general mental
capacity, such as learning, reasoning, problem solving, and so on. One
way to measure intellectual functioning is an IQ test. Generally, an IQ
test score of around 70 or as high as 75 indicates a limitation in
intellectual functioning.
◦ 2. Significant limitations exist in two or more adaptive skill areas: It is
the collection of conceptual, social, and practical skills that are learned
and performed by people in their everyday lives.
 Conceptual skills—language and literacy; money, time, and
number concepts; and self-direction.
 Social skills—interpersonal skills, social responsibility, self-esteem,
gullibility, innocence (i.e., suspicion), social problem solving, and the
ability to follow rules/obey laws and to avoid being victimized.
 Practical skills—activities of daily living (personal care),
VII. Physical disability/Orthopedic
Impairment and Health impairment
Physical disability is a condition that interferes with the
individual‘s ability to use his or her body. Many but not all,
physical disabilities are orthopedic impairments.
The term orthopedic impairment generally refers to conditions of
muscular or skeletal system and sometimes to physical disabling
conditions of the nervous system).
Health impairment is a condition that requires ongoing medical
attention. It includes asthma, heart defects, cancer, diabetes,
hemophilia. HIV/AIDS, etc.
Classification and Characteristics
It is divided into three. These are:-
A. Mild physical disability:- these individuals are able to
walk without aids and may make normal developmental
progress.
B. Moderate physical disability:- individuals can walk with
braces and crutches and may have difficulty with fine-motor
skills
C. Severe physical disability:-these are individuals who are
 1.5 Vulnerability
Vulnerable means being at risk of being harmed.
Everyone can be harmed, so being vulnerable is
part of being human. In principle, everyone is
vulnerable to some adverse event or circumstance,
but some people are more vulnerable than others.
◦For instance, people with disabilities are more
likely as a group to experience greater
vulnerability. They are also often more severely
affected by the vulnerability they experience.
People who are helped by others (who are then
restricted by commitments) are still vulnerable
people, which includes the following extracted from
various researches.
A. Women: particularly women in developing nations
and those who are living in rural areas are
vulnerable for many backward traditional practices.
These women are oppressed by the culture and do
not get access to education and employment
B. Children: significant number of children are
vulnerable and at risk for development
C. Minorities: some people are vulnerable due to
their minority background. Particularly, ethnic
(cultural and linguistic minority), religious minority.
These people are political and socially
discriminated ,
D. Poverty: people are vulnerable for many
F. Age: old people or very young children are vulnerable for
all kinds evils
G. Illiteracy and less education: people with high rates of
illiteracy and lack quality
H. Sickness: uncured health problems for example people
living with HIV/AIDS are much vulnerable for psychosocial
problems, poverty and health
I. Gifted and Talentedness: Gifted and talented children
are vulnerable for socioemotional developments. Due to
lack of psychological support they may feel isolation as they
are pulled from their regular classrooms and given
instruction in separate settings and due to myths and
expectations of themselves and the public .
 Causes of Vulnerability
Vulnerability may be caused by rapid population
growth, poverty and hunger, poor health, low
levels of education, gender inequality, fragile and
hazardous location, and lack of access to
resources and services, including knowledge and
technological means, disintegration of social
patterns (social vulnerability). Other causes
includes; lack of access to information and
knowledge, lack of public awareness, limited
access to political power and representation
(political vulnerability), (Aysan,1993).
Chapter Summary
Persons with disabilities, health impairments and
vulnerable people are people who should be
productive and able to live independent life. Their
impairment is not something that has disabled
them; rather, the social system is the major
disabling factor. Disabilities do not only affect an
impaired persons; it affect the whole nation, when
this people are neglected from education and
employment and when they are not actively
participate in the social, political and economic
activities. These situations make them to lead
dependent lives which in turn affect the life of the
nation. Hence, inclusiveness is an outlet for
Unit 2: Concept of Inclusion
 2.1. Definitions of Inclusion
Inclusion is seen as a process of
addressing and responding to the
diversity of needs of all persons through
increasing participation in learning,
employment, services, cultures and
communities, and reducing exclusion at all
social contexts.
 It involves changes and modifications in
content, approaches, structures and
strategies, with a common vision which
covers all people, a conviction that it is the
responsibility of the social system to educate
Inclusion is the process of bringing
together all children with or without
disabilities regardless of the nature and
severity in natural environment where
children learn and play.

It also gives emphasis on groups of learners

at risk of marginalization, exclusion or
underachievement
cont…

Acknowledges that all children can learn and

all need some kind of support in learning

aims to identify and remove barriers that

hinder learning

Itis about changing attitudes, teaching

methods, curriculum to meet the needs of all
children
 2.2. Who are the targets of
Inclusion?

Inclusive education extends beyond special
needs arising from disabilities, and includes
consideration of other sources of disadvantage
and marginalization, such as gender, poverty,
language, ethnicity, and geographic isolation.
The complex inter-relationships that exist
Those children traditionally excluded from
general education for reasons of
◦Gender,
◦Geographic remoteness,
◦Ethnicity,
◦Poverty, and
◦Disability
More specifically…..

race, xenophobia and racism

sexual orientation
particular castes, tribes
Language
Orphans
place of residence
rural (including rural exodus)
displaced children
children living and/or working in the
streets
children involved in juvenile justice
system
children affected by armed conflict
working children
children subjected to violence
child beggars
children affected by HIV/AIDS
children of parents with HIV/AIDS
nomadic children
Non nationals, including immigrant
children and illegal immigrants
children of migrant workers
refugees/asylum seekers including
unaccompanied refugees
children affected by economic problems
/changes
parental property
2.3. Principles of Inclusion
UNESCO (2005) has provided four major inclusion
principles that support inclusive practice. These
include:
1. Inclusion is a process. It has to be seen as a never-
ending search to find better ways of responding to
diversity.
2. Inclusion is concerned with the identification and
removal of barriers that hinders the development of
persons with disabilities and vulnerabilities.
3. Inclusion is about the presence, participation and
achievement of all persons.
=Presence‘ is concerned with where persons are provided
and how
reliably and punctually they attend;
= participation‘ relates to the quality of their experiences
and must
incorporate the views of learners/and or workers and
2.4. Assumption of Inclusive Education
All persons have equal value regardless of
their differences.
All students “belong” and should be made to
feel “belongingness” in all curricular activities
and those extra-curricular activities.
Good teaching practice respects each student,
not as a member of a group that is defined by
someone else, but as an individual.
Segregated ways of teaching student is
meaningless and limits the cognitive, mental,
emotional, personal, social developments and
their academic performance.
2.5. Theoretical Overview of Inclusion

Solutions to human problems require that we

look at all aspects of the problems. That is,
the individual,
the environment and
the interaction between them.

The following approaches reflect the roots of

the different perspectives regarding the
education of children with disabilities (Kochhar
et al., 2000).
Individual-Based Paradigm

In this paradigm the unit of analysis is the person.

Individuals do not progress satisfactorily because of
inadequate cognitive, behavioral sensory, motor,
medical and physical characteristics (Salvia &
Ysseldyke, 1988).

Intervention strategies under the individual-deficit

orientation involve assessing individual attributes
and include such strategies as correcting conduct
disorders and remediating sensory deficits.

Itis unfortunate that this paradigm remains linear

and mechanistic and does not account for the
complex experiences of individuals in social settings.
 Environment-Based Paradigm

o In this paradigm, the unit of analysis is primarily

the environment.
o Since behavior is learned individuals fail to
progress because of inappropriate or inadequate
environmental circumstances in which they
develop or learn.
o Within the environment-deficit orientation, typical
intervention strategies include
 evaluating the learning environment,
 matching characteristics of teachers and related
service
providers to individual student characteristics,
 evaluating student teacher-ratios, and
facilitating family
involvement (Kochhar, West & Tymans, 2000).
 System–Based Paradigm


System theories share the view that all facets of the individual
and the environment are important and that development is a
complex process in which outcomes are determined through the
active interaction of these facets.

It is the grasp of these theoretical framework which leads to the

understanding that learning and behavior deficits are not the
result of the individual factors or the environmental factors but the
interplay of the two factors.

 The family, the school, the community and the society at large
share the responsibility to provide the conditions to help the
individual maximize his or her potential.

That is, creating an inclusive and receptive setting which can

enable the individual to mobilize his or her potential to the
maximum possible may lead to a better quality and an
independent life.
2.6. Rationales of Inclusion
Rationales for Inclusion and Their Respective
Descriptions
Educational Foundations
 Children do better academically, psychologically and
socially in inclusive settings.
 A more efficient use of education resources.
 Decreases dropouts and repetitions
 Teachers competency( knowledge, skills, collaboration,
satisfaction
Social Foundation
 Segregation teaches individuals to be fearful, ignorant
and breeds prejudice.
 All individuals need an education that will help them
develop relationships and prepare them for life in the
wider community.
Legal Foundations
 All individuals have the right to learn and live together.
 Human being shouldn‘t be devalued or discriminated
against by being
excluded or sent away because of their disability.
 There are no legitimate reasons to separate children for
their education
Economic Foundation
 Inclusive has economic benefit, both for individual and for
society.
 Inclusive education is more cost-effective than the creation
of special schools across the country.
 Children with disabilities go to local schools
 Reduce wastage of repetition and dropout
 CWD live with their family use community infrastructure
 Better employment and job creation opportunities for Pwd.
Foundations for Building Inclusive Society
2.7. Factors that Influenced
Development of Inclusion
Inclusiveness originated from three major
ideas.
 Inclusive education is a basic human right;
 Quality education results from inclusion of
students with diverse needs and ability
differences, and
 There is no clear demarcation between the
characteristics of students with and without
disabilities and vulnerabilities.
Inclusive education is facilitated by many
influencing factors.
1. Communities: pre-colonial and indigenous
approaches to education and community-based
programs movement that favor inclusion of their
community members.
2. Activists and advocates: the combined voices
of primary stakeholders.
3. The quality education and school
improvement movement: the understanding
and practice of inclusive education as being the
responsibility of education systems.
4. Special educational needs movement: as
demonstrated in the Salamanca Statement – has
been a positive influence on inclusive education,
enabling schools and systems to really respond to
5. Involvement of International agencies:
the UN is a major influence on the
development of inclusive education policy
and practice
6. Involvement of NGOs movements,
networks and campaigns: a wide range of
civil society initiatives
7. Other factors: the current world situation
and practical experiences in education. The
current world situation presents challenges
such as the spread of HIV/AIDS, political
instability, trends in resource distribution,
diversity of population, and social inclusion.
This necessitates implementation of
inclusion to solve the problems.
2.8. Features of Inclusive
Environment
An inclusive environment reaches out to and
includes individuals with disabilities and
vulnerabilities at all levels — from first time
participants to board members. It has the following
major characteristics:
 it ensures the respect and dignity of individuals
with disabilities
 it meets current accessibility standards to the
greatest extent possible to all people with special
needs
 provides accommodations willingly and
proactively
Therefore, successful environment has the following characteristics:
 It develops whole-school/environment processes that promote
inclusiveness and quality provisions and practice that are responsive to
the individual needs and diversities
 It recognizes and responds to the diverse needs of their individuals and
ensuring quality provisions for all through appropriate accommodations,
organizational arrangements, resource use and partnerships with their
community.
 It is committed to serve all individuals together regardless of
differences. It is also deeply committed to the belief that all persons
can learn, work and be productive.
 It involves restructuring environment, culture, policy, and practice.
 It promoting pro-social activities
 It makes provides services and facilities equally accessible to all people
 It involves mobilizing resources within the community
 It is alert to and uses a range of multi-skilled personnel to assist people
in theirlearning and working environment.
 It strives to create strong links with, clinicians, caregivers, and staff in
local schools, work place, disability services providers and relevant
support agencies within the wider community.
2.9 Benefits of Inclusion
A. Benefits of Inclusion for Students With
Disabilities
[Link], belongingness intimacy etc..
2. provided with a quality education that suits their
needs and abilities
[Link] acceptance in their classes,
communities, and households
[Link] skills children learn in the classroom can be
used in every day life
[Link] achievement of IEP goals
[Link] access to general curriculum
[Link] skill acquisition, discrimination and
generalization
[Link] expectations (preparing a child for work or
a higher education degree).
B. Benefits of Inclusion for Students Without
Disabilities

1. Meaningful friendships.
2. Increasing appreciations and acceptances of
individual differences in the school and
community.
3. Increasing in accommodating of differences
4. Respect for all individuals
5. Prepares all students for adult life in an
inclusive society
6. Opportunities to master activities by practicing
and teaching others
7. Greater academic outcomes by increasing
participation
8. All students needs are better met, greater
resources for everyone
C. Benefits of inclusion for families of
children with disability
 Lessens the burden on families
 General education schools are cheaper and
located near the child’s home.
It makes families with disabilities to be a part
of the community since in many cultures,
especially in poor and rural areas, they may
either voluntarily remove themselves from this
network because of embarrassment and
shame, or be involuntarily excluded by the
community.
In this way, families of children with
disabilities are able to meet each other and
other families, and benefit from the support of
D. Benefits of inclusion for communities

[Link] benefit from inclusion by

gaining a knowledge and understanding of
disability. Even the introduction of one child
with a disability into the daily life of the
community breaks down barriers and
prejudices.
2. Communities with inclusive education
programs become more open minded,
creating a more favorable environment for
people with disabilities in the future.
3. People within a community also benefit
personally from the addition of disabled
children into their lives through personal
E. Benefits of inclusion for schools

1. Inclusive education introduces

concepts of individualized education and
diversified methods of teaching, such as
games, songs, drawing, and
participatory activities, as opposed to
lecture and rote memorization
2. Teachers participating in inclusive
education programs often receive
additional training, including exposure
overseas. All children benefit from better
educated teachers.
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 2.10. Barriers/Top Challenges in Inclusive Classrooms Education

What are the top challenges teachers faces in a special needs inclusive classroom?
Let’s take a closer look:
Lack of experience in an inclusion setting.
Some teachers have not been exposed to special needs classrooms and this
can be a disadvantage. Educators need to coordinate efforts and understand the
needs of the classroom in terms of developing skills and lesson plans.
Lack of experience in dealing with severe and profound disabilities.
require more adaptation and medical attention than the average student.
Teachers must be skilled in handling severe disabilities and create lesson plans
based on individual abilities and adhere to dietary needs of the child.
Lack of experience can lead to the child not progressing with skills or cause of
adverse medical incidents.
Including all students in all activities.
Special needs inclusion classrooms must be able to involve its students in all
classroom activities. Teachers need to address how the classroom will
communicate with each other and encourage participation.
If there is a lack of adaptive equipment or adaptive communication and
language tools, it makes it difficult for teachers to function as a united
classroom.
 Top Challenges in Inclusive Classrooms
Education
Shortage of teacher aids/ teaching aids
Due to the nature of the classroom and size, it is
imperative that there be an appropriate number of teacher
aides to assist the teachers with day to day activities.
Teaching compassion to students.
Not all students have been exposed to persons with special
needs and this becomes a challenge to teachers. (some
students may not be voluntary to integrate with disable sts)
Teachers must not tolerate insensitiveness and cruelness
and teach that all students are to be treated with respect,
regardless of their abilities.
Dealing with parents of “typically developing” students.
As some students are not use to dealing with persons with
special needs, parents are no exception. Teachers need to
convey to parents how the classroom is conducted and that
all educational needs will be met.
Individualized lesson plans. Because there are varying
abilities in the classroom, teachers can be challenged to
address individual academic needs based on ability.
Coordinating therapies.
A special needs inclusion classroom needs to be well
organized and allow for students to attend therapy sessions.
Thank you