[Solution]Theme One: General Education

Theme one: general education teachers teaching SOD lack sufficient knowledge and experience with students with disabilities and classroom teaching cases. This finding may conclude that…

Theme one: general education teachers teaching SOD lack sufficient knowledge and experience with students with disabilities and classroom teaching cases.
This finding may conclude that general education teachers’ ignorance and poor knowledge in an inclusive environment can adversely affect student achievement and development. This was confirmed when Cassady (2011) reported that general education teachers had conflicting views on including students with disabilities in the classroom. As a result, any negative attitude toward inclusion and a reluctance to teach students with disabilities in the classroom can lead to a lack of support and the effectiveness of these students’ learning.
Ng (2015), on the other hand, divided the elements that influence inclusive practices into external environmental factors and internal factors, according to the student of determination. Internal elements such as the child’s and educator’s qualities, among others, might influence how successful inclusive approaches are. The intrinsic variables in the kid are referred to as the child characteristics by Ng. On the other hand, teacher qualities were defined as the teacher’s knowledge, attitudes, background and awareness, and role perspective. External variables he mentioned included teamwork and planning methods and support from the school and other parties (Ng, 2015).
The data gathered revealed that general education teachers had no prior expertise or experience teaching SODs in their classrooms. “Even as a general education teacher, I have no experience whatsoever dealing with SODs dealing with them,” GE.O. explained, explaining that her first experience teaching SODs was challenging. On the other hand, SE.S. stated, “I am a special education teacher; of course, I am aware of determined pupils both within and outside the classroom; I meet with their parents and create a case study about the student to have all the necessary information.” SE.S. also acknowledged that general and special education teachers should collaborate to improve the learning of SODs by developing plans and following up with them.

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