Learning Centers to Improve Math Achievement in Special Education Classrooms

Hence, Integration is a system majorly utilized to enable children with special needs attend ordinary learning centers that offer minimal adjustments to accommodate learners with special needs. Like this, integrated school system ascribes a movement toward integrated lessons that aid learners make connections across different curricula either formally or informally under a teacher’s guidance. Musikhe (2014) further affirms that integrated learning system entails the participation of students with special needs in regular education as with the case of the 7 students with IEPs and Special needs in Cankton Elementary School, with zero change modification demands in the curricular provisions. Such students are hence anticipated to adapt to the consistent school management. Therefore, the goal of integrated systems of learning in every society is to foresee the provision of the most suitable education to all children in a conducive environment free form discrimination of any sort.

Special education functions more as an instrument of differentiation and less as a resource focused on students experiencing severe challenges, hence ought to operate inclusively and thus inferred to as a normal educational practice (Hamir&Gozik, 2018). Moreover, Anderson confirms to the fact that inclusion of all types of students within a common classroom is the key towards their intellectual and emotional growth as it facilitates special needs student’s development of new knowledge and self-acceptance (2014). Furthermore, integrative learning systems proliferate the access to equal learning opportunities thus their developing appropriate knowledge and skills in students with special needs (McEwan, 2013). For instance, diverse governments in Southeast Asia endlessly advocate for inclusive schooling systems to provide equal educational opportunities to children from different backgrounds and needs.

The government of Malaysia for such developed the integrated “Special Education Program” thru the Ministry of education in 1981 to cater to the needs of learners with special needs. , Adams, S. & Dorsey, 2015). Accordingly, an integrative curriculum offers opportunities for learners of different potential and skills to via similar experience. In addition, the inclusive system nurtures learning concepts through diverse activities as indicated above alongside the multiple learning styles that aid integrated schools’ teacher to cover learner’s comprehensive abilities and interests (Gordon& Browne, 2016). Majority of elementary school students struggle with acquiring the basic mathematics knowledge as stipulated by the “National Assessment of Educational Progress in the U. Moreover, integrated schools have been reduced to provide a secure and stress-free environment for better learning.

Despite developing the emotions of hopelessness and exclusion during the beginning of their session, integrative schools through para-professionals are able to propagate the social adjustment and skills of special needs students thereby restoring their self-esteem and enhancing their emotional security which translates to the improvement of their grades. The special needs students would indeed learn to solve their problems independently. Fundamentally, integration in schools seems like the best remedy to curb cases of academic underperformance in special needs schools for the providence of conducive learning settings that would foster their academic improvement, social adjustment, emotional security, and self-acceptance if the conditions are optimal and favorable. References Anderson, A. International Electronic Journal of Elementary Education, 4(3), 473-487. Gunter, A, G. & Gunter, E, R.

Teachers Discovering Computers: Integrating Technology in a Changing World. Boston: Cengage Learning Guan, H, L. , &Gozik, N. Promoting Inclusion in Education Abroad: A Handbook of Research and Practice. Sterling, Virginia: Stylus Publishing, LLC. Han, Y, S. , Capraro, M, R &Capraro, M, M. Inclusive Education and Perceptions of Learning Facilitators of Children with Special Needs in A School in Sweden. International Journal of Special Education, 29(2), 1-18. Mullender‐Wijnsma, M. J. , Hartman, E. School Factors Influencing Integration of Pupils with Special Needs in Public Primary Schools in Eldoret Municipality, Kenya (Doctoral dissertation, Moi University, Eldoret, Kenya). Retrieved from http://41. 13:8080/xmlui/bitstream/handle/123456789/704/KJHS_3_ART6. pdf?se quence=1&isAllowed=y Sabapathy, K. Singapore Mainstream Preschool Teachers and the Inclusion of Children with Special Needs in their Classroom.