Methodological suggestions and practical recommendations for teachers in primary schools integrating children with special educational needs, from a teacher's perspective

Abstract

ABSTRACT

Nowadays, more and more institutions have become integrative primary schools by changing their founding documents, but inclusive education requires fundamental methodological changes, which demand a change of attitude, especially from teachers working with children. Children with special educational needs differ significantly in their diagnosis, in their daily lives, and their needs differ consequently. However, in integration, there are ways in which the teacher can create the optimal conditions for the development of his pupils, adapted to their individual needs.

This study is a kind of methodological guide for teachers who are open to the implementation of an inclusive educational environment. It is intended to help those who, in addition to children with normal developmental pathways, are involved in the education and training of pupils with special educational needs, either in small or large groups. It is a short collection of practices, procedures and methods used by the staff of Laborc Primary School in the process of teaching and learning to achieve successful integration of children.

This paper takes mainly a primary school teacher’s perspective on co-education, although it is essential to consider the special educational aspect. It is written for those who, as classroom teachers, are involved in the process of institutional education in a way that considers the individual differences of children and seeks to make a positive difference at the individual, the social and the community level.

Keywords: methodology, integration, teacher, special needs teacher