International Journal For Multidisciplinary Research

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A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Methodology of Teachers on Special Education

Author(s) Dr. Naguru Srinivas
Country India
Abstract Education socializes children into society by teaching cultural values and norms. It equips them with the skills needed to become productive members of society.
Special education (known as special-needs education, aided education, good education, alternative provision, exceptional student education, special ed., SDC, or SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. Teachers are the key service providers in teaching students with special needs in the inclusive classroom. Teacher attitudes regarding inclusive education vary widely. A review of the literature indicates that overall, teachers believe in the concept of special education. The studies suggest that teachers like what inclusion classrooms do for their students and they are generally interested in serving students in such a manner. However, studies also indicate that teachers do not believe they are receiving enough support and training in how to teach an inclusion classroom. It is this lack of support and training which prevents them from being the most effective teachers in the inclusion situation. Other factors which affect teachers’ altitudes include training of the teacher, availability of support system and also the severity of the disabling condition. This paper is an attempt to review the different issues affecting the approaches of teachers’ on special education
Keywords Provision, Special Education, Prevents
Field Sociology > Education
Published In Volume 5, Issue 6, November-December 2023
Published On 2023-11-21
Cite This Methodology of Teachers on Special Education - Dr. Naguru Srinivas - IJFMR Volume 5, Issue 6, November-December 2023. DOI 10.36948/ijfmr.2023.v05i06.9248
DOI https://doi.org/10.36948/ijfmr.2023.v05i06.9248
Short DOI https://doi.org/gs63xt

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