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General Education Teachers In Inclusive Classroom

668 Words3 Pages

General Education teachers may have biases towards certain disabilities which could affect the way they treat certain students. When this is realized, teachers may be more inclined to find more information/ resources to better teach students. When teachers associate a disability with their own experience with it, it can greatly impact their attitude towards inclusive classrooms. They associate the disability with the amount of stress it will add to their day and the previous positive or negative interactions they have had with this specific disability. When teacher in inclusive classroom teacher may feel guilty about taking time away from the typical developing student to accommodate the student with autism. Accommodating for the child with …show more content…

They are given kids who need extra help to succeed without being question if they are able to handle that. This ends up making the general education teachers have a negative attitude towards the situation. The general education teachers have concerns about Inclusive classrooms. They are concerned about the students lack of social skills when entering the classroom, the behavioral outburst children can have, the changes they would have to make to the curriculum and the lack of training and support they, as the teachers, have or would have. In order to see the best results in inclusive classrooms, the teachers need to be asked before hand and have their concerns addressed. The teachers attitude can really make all the difference. When a teacher does not agree with inclusive classrooms they are less confident that they can effectively change the plans thus likely to fit the needs of the Autistic child by customizing lesson plans. Another thing that hinders the effectiveness of inclusive classrooms is the teacher not receiving enough support from the administration staff. The teacher need encouragement and support to truly give the student encouragement and

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10. Inclusion By observing what their peers do, autistic children are able to learn appropriate behaviors from them. If students are to learn to socialize, they will be required to be present where their peers are and listen to and learn how they socialize. If students will require specialized support for academic success, teachers will need to assess the learners’ functioning in the inclusive classroom to know the types of support needed (Kluth, 2010).

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