| Article Details : |
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| | | Article Name : | | | Teachers’ perception about the socialization of
children with special education needs with peers in
inclusive education | | Author Name : | | | Msc. RODIKA GOCI1, Dr. LETICJA GUSHO2 | | Publisher : | | | Bridge Center | | Article URL : |  | | | Abstract : | | | Inclusive education is founded to be the only education system
that accepts all children equally and provides them with the best
quality education possible. It is the process of establishing and
constantly improving the education policies, practices, and cultures. As
such it is the promoter of best social values in education settings, to
which not only SEN children benefit, but also their class peers. To this,
teachers are seen as key actors in promoting and increasing the
socialization of SEN children with their peers within the school
settings, and as the role model for children with their attitudes.
Research proves that the attitudes of children mirror one of the
teachers and other adults. This article, which is part of a wider study,
and brings the perception of teachers as regards to SEN children
attachment to other peers in the class and as regards the extent to what peers accept and support SEN children. Findings of the study show
that, in classes where SEN children are enrolled, there is positive
progress in developing inclusive education culture. Most of SEN
children find themselves comfortable to socialize with their peers and
vice versa. To conclude, it is worth saying that inclusive education is
found to be an evolving process rather than a static one and as such,
teachers need to constantly analyse their achievements, challenges and
failures and make the necessary amendments, as the only way to
improve policies, practices, culture at school and class level. | | Keywords : | | | inclusive education, special education need, socialization. |
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