Welcome on board to the world’s biggest on line resource blog for Special Education Teachers. It is usually argued that a lack of know-how on the element of classroom teachers, attributed to a lack of training, is one of the key barriers to inclusion (Florian, 2008). An inclusive classroom demands prior and on-going education for teachers, extra preparing time, limitation of the number of particular education students to 3 per class, provision for teacher aides, added monetary sources, and assistance from principals and other staff (Horne & Timmons, 2009).
Some teachers have suggested that inclusion does not work, especially when students with disabilities in the common education setting do not acquire needed help services. There has been a substantial amount of research performed on teachers’ issues about inclusion and about the supports that teachers really feel are essential in the inclusive classroom (Horne & Timmons, 2009).
As a special education teacher, I am applied to navigating my way by means of a classroom with students with specific needs but I can not anticipate common education teachers to locate it as naturally as I do specifically if they do not have the practical experience in educating students with disabilities. A central challenge for teachers who want to create inclusive practice is to consider the way they believe about the dilemma of inclusion.