When teachers find that students have obvious defects or obstacles in a certain aspect, teachers always treat special children "specially" and inadvertently label them invisible. Over time, the "label effect" has been expanded. Students will think that special children are "special" and teachers will firmly believe that "such students should receive special education".
Adjustment strategy: In the long-term educational practice, we have been educating special children separately from normal students, and this educational situation has become a routine. Inclusive education puts forward the basic right of people to receive education, and advocates that all students should have the opportunity to enter ordinary schools for education, and ordinary schools should accept all students regardless of their various particularities. Let special children and normal students learn and grow together, which not only helps to improve the ability of special children to adapt to the mainstream society and enhance their confidence in life, but also provides a good opportunity for teachers to strengthen the education of normal students not to discriminate against disabled people, so that they can be kind to special children and no longer have label consciousness, thus gradually changing and improving people's discriminatory ideas against disabled people. Of course, if the physical defects or obstacles are serious, special education schools should carry out rehabilitation training and education from a professional perspective. But teachers in ordinary schools must correctly understand that not all special children have to attend special education schools.
Myth 2: For most normal students, individual special children can be ignored.
We often say that "education should be fair" and "education should be geared to all students", but the "fairness" mentioned here is often fixed by teachers as fairness to normal students, and the so-called "all" refers to most normal students. The teacher thinks that compared with normal students, mentally retarded students can't learn how to teach, and the accumulated knowledge will never be finished. Hearing-impaired students can't communicate with teachers, and they can't teach with poor thinking comprehension. Students with behavioral disorders are even a burden, affecting other students. Therefore, the teacher tries his best to make the grades of special students not affect the personal assessment. Students with mental retardation can score a few points, just be safe. Students with hearing impairment can count as much as they can understand. Homework is basically copied, and students with behavioral disorders are basically mixed. They are forgotten in a corner, or arranged by their right-hand man to "watch for me!" "
In short, special children are neglected because of the importance of learning, which makes them "sit" in ordinary classes.
Adjustment strategy: education, all for children, all for children, all for children. First of all, teachers should correctly understand the significance of learning special children in regular classes and teach most students well. At the same time, they should formulate individualized education plans suitable for their development, select special teaching content according to individual cases, determine teaching progress and choose effective teaching strategies. If teachers consider their lack of special education knowledge, they should take this opportunity to strengthen their study and make theoretical preparations for the development of each student. Secondly, schools should firmly establish the idea of accepting all students, gradually create conditions to meet the different needs of students, provide more educational resources for special children, incorporate the effect of special children's learning in regular classes into teacher assessment, and promote the development of special children.