A few of those children with severe, to profound special needs and disabilities have, gained access to special schools, while it is, assumed that a large number of this category of, children with special needs remain outside the, education system. { if(MSFPhover) { MSFPnav20n=MSFPpreload("../_derived/search.htm_cmp_poetic-arial3010_vbtn.gif"); MSFPnav20h=MSFPpreload("../_derived/search.htm_cmp_poetic-arial3010_vbtn_a.gif"); } organization advocating for the rights & interests of people with 3. increased application of learning strategies beneficial to all students. achieve IEP goals. As inclusive education is spread beyond model demonstration projects to the national educational system, it is important to study the experience of the former. When asked whether they supported the policy of, inclusion, 33.8% said yes, 34.2% said no, 25.4%, were uncertain and 6.5% did not respond to the, teachers were not aware of the policy of inclusion, of learners with special needs into the regular, classroom, and thought that there was need for, When asked to identify factors hindering the, implementation of inclusive education, the, Eighty two percent (82%) of the respondents, were of the view that learners with special needs, reduced speed at which the syllabi could be, Fifty one (51%) of the respondents agreed that, learners with special needs lowered the quality, Sixty one point four percent (61,4%) had lower, expectations of achievement from learners with, special needs, while only 14.9% disagreed with, Thirty three point five percent (33.5%) of the, respondents agreed that including learners with, special needs contributed to a less condusive, learning environment in the classroom, 40.4%, that having learners with special needs in the, classroom will demand more of their time and, Although this does not necessarily imply a, negative attitude, it shows that teachers do have, reservations and insecurities regarding the, Eighty one point four percent (81.4%) of the, respondents were of the opinion that learners, with special needs placed too much pressure on, Sixty eight point one (68.1%) felt that, re-, organizing the classroom to suit the needs of, learners with special needs put an extra demand, Fifty nine point two percent (59.2 %) of the, respondents felt that learners with special needs, Only 34.5% reported that they enjoyed working, with learners with special needs. Inclusive education can make more efficient use of a school's resources by maximizing the availability of staff and materials for all students.= To read more about benefits of inclusive education for all students, check out Improving Education: The Promise of Inclusive Education. // --> 6 Notes Introduction to Inclusive Education Diploma in Elementary Education (D.El.Ed) † It encourages children to stay with their families and communities google_ad_slot = "6834640111"; Nesse sentido, as práticas curriculares inclusivas ganham uma dimensão substantiva, passando a ser denominadas práticas. Emergency and Preventive Psychiatry and 2Udžbenik.hr, Zagreb, Croatia How Tais elementos, analisados à luz da categoria cultura escolar, trazem apontamentos que possibilitam reflexões acerca da inclusão enquanto elemento constituinte da escola sendo produzida gradualmente, rompendo com a ideia de que a inclusão é um modelo exemplar exterior à escola, e que por esta deve ser alcançada. word “respondents” will refer to teachers. The more severe the intellectual disability, the more serious are the associated mental health problems. // -->