Students with Disabilities

"The inclusion of disabled students into mainstream schools is a global trend" (Sharma, Forlin & Loreman, 2008, p. 773), and Australia is one of the last developed countries to introduce comprehensive practice There (Anderson, Klassen & Georgiou, 2007). Given the fact that the number of students with disabilities attending mainstream schools has greatly increased, it seems unbelievable that an increase of only 11% from 1995 to 1996 would be incredible. Prior to the introduction of inclusive education, many schools attend mainstream schools with disabled students, and use integrated models without considering the necessity of learning with little or no learning.

Disabled students do not score on average, but there are two important trends. Firstly, disabled students who scored higher (ie above the average) tasks performed better than the lower task (5.63) (7.72) than the average. In other words, special education students in these classes receive higher secondary education tasks, and the tasks with higher scores of disabled students (ie above the average) are more challenging than the average task (7.72) (6.42) It is excellent. )). This difference was statistically significant (p <0.05). These classes of professional students who received a more intellectual challenge assignment are superior to colleagues with less obstacles and no obstacles. We examined some of the impact of these findings in the previous section.

Disabled students are no exception - just like colleagues without obstacles, these students can also participate in sports. Unfortunately, however, we know that disabled students are often denied the opportunity to participate and participate, including respect. This is totally wrong. Choosing the best team is a job of a coach, but students with disabilities should not be excluded for generalization, assumptions, prejudice or stereotypes, but based on their individual abilities . Knowledge-rich adults create the possibility of participation of disabled children and adolescents

Special education is a problem of neuroscience: The brains of disabled students are different from those of general education students. Many disabled students and adults who are interviewed explain how they handle information in a specific way. Experts say that teachers need to learn physiological differences to effectively educate their students. If understanding is insufficient, students often can not process academic materials. However, teachers of general education rarely receive training for special education. There are few teacher education courses that require students with disabilities to attend classes. At the same time, special education teachers need to balance a wide range of federal office processing and planning courses and educational courses.