Special and Regular Education Teachers

(1 ) Looking at it , inclusion in classrooms continues to be a problem among educators and administrators due to different factors that both affect students and educators . One relevant challenge that impedes such facilitation is the inability of the curriculum to device initiatives that can support such endeavor (Adams , 2006 . More often than not , the system of instruction is too fast paced that leaves special students unable to cope up with these trends . Likewise , there are rules and classroom protocols that hinder the student to grow and develop in the process (Adams , 2006

. This generates limited avenues for special students to explore their potential under this environment and is often subjected to prejudice , seclusion and rigorous disciplining . Lastly , the presence of expectations and competency standards also hamper a special student to adjust to the normal classroom surroundings (Adams , 2006 Such actions portray inability of educators and administrators to focus on one single approach rather than recognizing the diversity within the classroom

Seeing these different challenges , there is a need for support among schools that can address these problems . One way of doing this is aligning policies and initiatives that are supportive of inclusion within classrooms (Manitoba , 2008 . This means there must be collaboration and planning among educators , administrators and parents on what avenues can harness and embrace such diversity . In addition educational institutions should rethink strategies on also synchronizing rules and protocols . These rules must coincide with the needs of all students and promote increased responsibility and accountability among regular and...