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A Classroom for Everyone
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Considering the inclusion for students in a classroom, based on their special needs, there are a lot of challenges that students have to face. One of the significant challenge involves difficulty in having discipline. Hence, having no discipline in the classroom tends to face difficulty in the learning rate for the students with special needs. Along with this, having all the kids on the same rate of learning gets difficult, and this can be regarded as the key challenge. Because, the needs of the special kids are different than that of the normal kids (Lee et al., 2015). Moreover, in a classroom, a kid whether normal or special, have to survive among other kids, in this way another challenge that rises is to take care of the well being of the kid. As it has been observed that many of the times, special kids are bullied or they are humiliated. In that way, it affects their psychological health as well as their learning motivation and interest (Florian, Rouse, Black-Hawkins, 2016). Furthermore, as like any normal kid, the student with special needs also requires a play time, however, based on their needs and disabilities they might not be able to play a certain game or sports, that his class fellows and friends are playing. It might also affect his well being, and that is why it is an essential challenge for the inclusion of these students. If we consider the needs of these kids by providing them with the opportunity to play a game that they want to, it would be required from the school to look after a kid and help him in playing. However, realistically it will require a lot more resources, and that is why the presence of low resources is another challenge in the inclusion of the classrooms (Giese, 2017, pg. 6). Based upon the disabilities of these students, another challenge might be that the instructional method must be focused on all the students, but the teacher is using the method which is only doable by the normal kids, in this way it becomes a proponent challenge as well. However, an instructional assistant can play a role in designing a lesson plan that can help every student in a classroom to learn the concept by employing multiple strategies and activities.
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Challenges that are discussed above are very important, hence it is very neceassry to solve them. As, despite these challenges, the inclusion of students with special needs is still essential. In this way, it can be attempted to solve the issues. Thus, the challenge of the instructional method can be dealt with in the already mentioned way. As the role of an educational assistant can be very vital to design a lesson plan and instructional method which tends to cater to the needs of every kid including normal as well kids with disabilities. Furthermore, to deal with the challenge of bullying a classroom culture can be created where kids understand the uniqueness that everyone holds and also respects their special class-fellows (Barton, Smith, 2015). Moreover, the solution for dealing with the problem of assistance in play for these kids can be tackled by providing them with their need specific plays such as video games or resources by which they can be able to play as well. However, this solution will require some resources from the school administration. Whereas dealing with the discipline problem, education assistant will be required to create a management plan that will be based upon every kid and based on the plan every kid will get a reward and consequence based on the maintenance of discipline (Westwood, 2018). Moreover, the problem regarding the psychological wellbeing of the special kids can be dealt with by taking parents and child on board. Also, by making parents to continuously make their kid proud of his abilities and motivate them. Along with the parents, an education assistant will also be required to help in coping with these challenges. Hence, these attempts can be made in the way of making the inclusion of special kids possible.
References
Barton, E. E., Smith, B. J. (2015). Advancing high-quality preschool inclusion A discussion and recommendations for the field. Topics in Early Childhood Special Education, 35(2), 69-78.
Florian, L., Rouse, M., Black-Hawkins, K. (2016). Achievement and inclusion in schools. Routledge.
Lee, F. L. M., Yeung, A. S., Tracey, D., Barker, K. (2015). Inclusion of children with special needs in early childhood education What teacher characteristics matter. Topics in Early Childhood Special Education, 35(2), 79-88.
Westwood, P. (2018). Inclusive and adaptive teaching Meeting the challenge of diversity in the classroom. Routledge.
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