Educational opportunities for slow learners in inclusive education.

 

Introduction:

In the current education system where students with diverse personalities, abilities and diversity are part of a school, it is very important to provide equal educational opportunities to every child. Especially, there is a need for an inclusive education system where slow learners can actively and effectively participate.

Who is a slow learner?

Slow learners are children who learn slowly compared to the standard of normal intelligence. They cannot learn immediately, learning can only be achieved through repetition and paying close attention. Although they do not show the obvious retardation seen in normal children, they take longer in the learning process.

Meaning of inclusive education:

Inclusive education is an educational method that includes all types of students, disabled, normal, developmentally backward, etc. in the same educational system and provides equal learning opportunities to all. It develops compassion, cooperation and a unified attitude towards society in children with different abilities.

Needs of slow learners:

Things to consider when teaching slow learners:

1. Individual attention: The same learning method does not apply to all students. Slow learners need a customized lesson plan.

2. More repetition: No matter how much you say the subject, repeating it again and again helps them understand.

3. Practice of basic skills: The basic skills of reading, writing, and mathematics should be taught through more practice.

4. Encouragement and courage: A friendly environment should be created where doubts and mistakes are not feared.

Benefits of integrated education:

The following benefits are available to slow learners in the integrated education system:

1. Opportunity to learn with normal children: Children get motivated and the pressure around learning is reduced.

2. Social harmony: They can grow by mixing with other children and acquire social skills.

3. Special teaching methods: Changes in the educational curriculum, visual aids, learning through games, videos, use of role-plays, etc. make learning easier.

4. Cooperation of special teachers: If special teachers are present in inclusive education, they get more complementary guidance.

Challenges faced in inclusive education:

If teachers do not have separate training, it may be difficult to manage slow learners.

The large number of children in the classroom hinders individual attention.

Parents' non-cooperation and ignorance can sometimes hinder the progress of children.

Lack of infrastructure: There is a possibility of lack of adequate educational equipment, special kits, and facilities in schools.

Solutions:

1. Continuous training for teachers: All teachers need to have knowledge, training, and understanding of psychology about Inclusive Education.

2. Change in school etiquette: Every school should make inclusive education a part of their lives.

3. Parental Awareness: Parents should be made aware of the different learning styles of their children.

4. Changes in the curriculum: Lesson plans should be designed in innovative ways.

Conclusion:

Students with learning disabilities have the right to learn just like other children. A balanced education system instills self-confidence and natural inclination in all children. It is our responsibility to make the education system accessible to all. If students with learning disabilities are educated with more compassion, competence and according to their individual needs, there is no reason why they cannot succeed.

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