MEDICINE AND HEALTH

Teaching Students with Moderate to Severe Disabilities: An Applied Approach for Inclusive Environments



Teaching Students with Moderate to Severe Disabilities: An Applied Approach for Inclusive

Introduction

The process, according to many researchers, there is no way possible compensation available to man with the biological defects that lie at the heart of how to disharmony of personality development of the child or adult. This is the way of compensation shortcomings, above all, the psycho-social development of these people. That is, the elimination of their apparent lack of knowledge about the nature, the essence of things, forms, properties of the world, providing the opportunity for easy communication with other people, to overcome the difficulties in choosing their future profession and so on (Soto& Müller2001).

It is no secret that getting into another medium (compared with home decor) people with disabilities are always a solution to the very complex personal problems that cannot be solved by them when placed in a particular educational environment. It is known that there should be specialized training for groups or classes and get these children and adolescents who are not able to fully address the problems of their further socialization (Alper1992).

Summary

In this chapter, we have learned about curriculum projects and activities school wide, which are appropriate for all elementary schools. The formal and informal learning experiences explained in this particular chapter does not only consider academic or teaching content, but it also facilitates learners to improve and learn their daily tasks, skills and social competencies. A two-level principle of introducing a disabled space in secondary schools and vocational schools. This involves the first stage of pre-socialization of educational and educational work with the disabled in the primary, isolated from other students to a group which should be teaching these children, the primary communication skills with each other and the people around them, and naming skills around things, objects, material objects and living creatures.

Compliance with this condition must involve the release of these students from the science curriculum, which are widely used abstract concepts, philosophy, symbols, objects and subjects (except mathematics of individual sections of chemistry, physics, biology), they cannot identify and discuss the language of communication available to them. For example, the gesture is difficult to explain the concept of vacuum, matter, space, elementary particles that transmit the sensation of color, sound, and so on. A person can only understand that it can sense, emotionally aware, to make a move in my mind. There are five daily living skills explained in this chapter to teach students for developing their abilities. Several activities have been described through which students can get familiarity with the academic components of the routine work.

Obligatory element of training people with disabilities can become a complex conditioning exercise, methods of hardening, well-organized meals, sparing regimen of training activities, and provision of ample sleep. Taking into account the fact those children with disabilities is an integral part of life chronic stress, with particular attention to their education should be given to studies of artistic ...