Paper Contents
Abstract
AbstractInclusion is an approach where students with special educational needs spend most or all of their time with non disabled students. Inclusivity is no longer defined by physical and cognitive disabilities but also includes a full range of human diversity with respect to ability language, age, culture, gender and of other human differences. Special needs education is widely seen as one of the mechanisms by which students who experience difficulties in learning are both included in and excluded from the forms of schooling that are otherwise available to children of similar ages. This paper examines the general school teachers involvement is helpful for the differently abled children. The method used in the study is qualitative regarding data collection. The result of the study is the product of interview of teachers who are working in inclusive schools. The study found that the involvement of teachers helpful to the differently abled children in many ways
Copyright
Copyright © 2024 Sivaraman O. This is an open access article distributed under the Creative Commons Attribution License.
