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I reworded the original question and can only hope it hits the original target. One element that has to be taken into account is that teacher training between then and now has changed. Modern teacher training has equipped teachers with a better understanding of special needs conditions. This would translate over into a potential first meeting. Whereas a teacher in the past might not know about a particular condition or simply stare and ask questions out of ignorance, the modern teacher has more training to help them ask more pertinent questions, propose potential modifications to plans that will bring about greater levels of success, and also ensure that teacher sensitivity is higher. This would come across in an initial encounter. Part of where greater training would reveal itself would be in how the modern teacher would understand the need for inclusion. A teacher of the past education context might not be able to fully see how inclusion of the special needs student is possible. Therefore, what might emerge in such a potential first encounter would be why inclusion needs to be pursued at all. This is not the case for the modern educator, who has been trained in the shadow of the IDEA and understands that inclusion is the norm.
Before the current inclusion, a regular education teacher might encounter a special education student in a hallway or not at all. With today's educational environment, teachers encounter special education students many times a day, both in the classroom and in other locations such as homeroom, hallways, and even in performances. Also, teachers today receive more training than a single education class in college. However, it still is a cause for concern that an inclusion student in, for example, an algebra class, may not have the necessary background for success and may have a special ed teacher also in the room with no special training in mathematics. There are many issues that need to be addressed further to enable success for the special ed student who usually needs a lot more one-to-one teaching. I have used peer tutors to enable the one-to-one attention that I am incapable of giving to special ed inclusion students--perhaps eight in a class of 30, which makes it impossible for me to address all the needs of those students with so many in the room.n an ideal setting inclusion students would experience more success in a class with a lower teacher-pupil ratio.
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