Teachers always try to give their best to educate all students that have been entrusted to them! Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties. Understanding specific learning difficulties may not be hard but handling it is a great challenge. So what are specific learning difficulties? This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo. Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style!
Inclusive education is a great deal in all countries around the world which aim to treat everyone the same, have equal opportunities for all children regardless of race, sex, religion or any other diversity. In Kosovo, inclusive education has become a reality as a concept but is facing numerous difficulties in making efforts toward the realization. The purpose of this study is to understand the value and effect of inclusion in students with learning disabilities in general education and its environment. This study is intended to listen to the understanding of the teachers on inclusion and base on that recommend what needs to be done in order to continually encourage inclusion in the regular classroom. So through this paper we will understand the potential and the value of inclusive education into a regular education! This study contains critical analysis of research, a comprehensive review and a literature review concerning the issue of all inclusive education, some factors that helped the movement to educate students in inclusive classroom, models of how an inclusive classroom should look like, the value of all students, the attitude of regular students and regular teachers when placing students with disabilities into a regular classroom.
In a context of learning, writing as a valuable tool, helps students think critically and demonstrate what they know but for students with specific learning difficulties, the writing process can bring different challenges as it can be much harder and slower. As a result, they may struggle academically by falling behind the school work. Moreover, they can get discouraged and avoid writing assignments. When it comes to developing English writing skills in students with specific learning difficulties, this can double the challenges and can lead our students to feeling frustrated about their academic achievements. This can also lower their self-esteem and the worst part is that teachers may criticize them for being lazy, which makes the situation even harder for them. This leads us first to identify the problem and learn how to cope with it! Moreover, this paper aims to provide an understanding of Dysgraphia as a specific learning difficulty which affects writing and in this case what methods and strategies we as teachers can use in an inclusive classroom, so our students can become more engaged with their writing and more proficient writers. Helping students with specific learning difficulties develop better writing skills, makes them become more successful and it serves them as a motivation to reach their life goals.
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