Child with a Disability into an Early Childhood Classroom



Child with a Disability into an Early Childhood Classroom

Introduction

The early childhood classroom with Down syndrome is a step in the social inclusion process that begins in the family and in adulthood that culminates with their participation in society as full citizens. Acceptance of the family, integration into the neighborhood and in the living environment, including leisure time, joining different social and recreational or occupational integration are scales in that long journey towards full social inclusion. A journey that is truncated if the school years, the time when all children go to schools to be prepared to meet the challenges presented to them by society in adult life, not shared with other children an education in ordinary environments (Batshaw, et al., 2007).

This report takes into account the appropriate teaching approach for students wih Down Syndrome. In this report, we have covered the appropriate teaching approaches and significant factors that should be considered while teaching the student with Down syndrome. The reality is confirmed every day, that the main factor in predicting successful integration of pupils with Down syndrome is the attitude of teachers (Bryce, et al., 2002).However, the attitude, being necessary, is not sufficient to ensure the achievement of positive results in the educational process. It must be accompanied by appropriate measures to meet the specific educational needs of the child. Moreover, that assumes that the education has to have professional also has the ability, with precise training, with the training necessary to provide such measures. Attitude and aptitude, as always, are intertwined and complementary, like two sides of the same coin (Johnson, 2004).

The intervention in the teaching-learning process are planned taking into account all the factors involved in it. It is not only to act on the child, adapting the objectives and content to their learning style, but has to raise an action that impinges on all factors and from different points of view, with a holistic and systemic whole process (Bochner, Pieterse, 1996).

Discussion

Potential Barriers to Successful Inclusion

The teaching-learning process is complex and there is the constant interplay between the sender and the receiver of the message and, of these two agents, the learner is the most important because the ultimate goal is to acquire the learning contents provided. For a good education it is important for schools to have a rigorous teaching job and an appropriate teaching methods, but not sufficient, for learning to occur. In fact, if a teacher explaining well, it is his/her thought methodology, they use many different resources, the secret of education is student learning, which is the ultimate goal, not the system and teacher's education (Carr, 2005).

It will be essential for the teachers to move the focus to the true center of the process of teaching and learning, which is none other than student learning. The quality of education is learning. Assume that because a teacher loudly exposes their knowledge to a class, this knowledge will become part of the background knowledge of the students ...