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I am special education educator. What I can see as a view point is that General Education Teachers struggled with is understanding another way to teach that child because most gen ed teachers only teach one way and they need to learn to teach many ways because that student with learning disabilities will not understand that way.

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Creating an inclusive learning environment is not an easy job, especially when you have let normal kids to understand and accept our kids. Meanwhile, kids with SEN could be sensitive and not into the society that much. We need to be more patient to lead them to engage with it.

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The variety of children and not sure if all the children understand what is being introduced to them is one of the biggest challenge. When we have children with different issues we need to do differentiation at many levels.

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The variety of children and not sure if all the children understand what is being introduced to them is one of the biggest challenge. When we have children with different issues we need to do differentiation at many levels.

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The biggest challenges i find is being inclusive making sure everyone feels involved but making sure students with special needs still get what they need

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Biggest challenge is the non -awareness of family members towards different special needs on the spectrum. In India not everything on the spectrum is recognized by the people. There are schools to cater to students with special needs that are towards the extreme side on the spectrum like someone diagnosed with autism, however there are not many families who would consider kids with dyslexia as someone who who need special attention, they are simply considered as not academically inclined.
Also engagement of family in the learning process is very crucial in supporting their child as there is only so much that can be covered in school due to restrains of time.

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MOJA PRVA OPERA „Silence“

1. čin
Noelle je djevojka koja je voljela provoditi dane na starom tavanu kuće svojih roditelja. Tamo je odlazila svaki put kada se je željela prisjetiti svojega djetinjstva i dana kada je živjela na jednom drugom mjestu, sretnijem i ljepšem. Otvarala bi kovčeg kojemu je kopča već bila izlizana. U njemu je čuvala stare fotografije, pisma svojih prijatelja, darove svoje simpatije, stare spomenare. Na tom tavanu bio je u jednom kovčegu zbijen cijeli njezin život, uspomene, tuga i radost. Bila je siromašna. Njezini su roditelji ostali bez posla i morali su otići trbuhom za kruhom. A ona je morala ostaviti svoju školu, kuću i prijatelje.
2. čin
Noelle je sada odrasla djevojka. Živi u velikoj kući. Njezini roditelji sada rade cijeli dan, nervozni su, užurbani, posao nose kući. Novaca sada imaju u izobilju. Ništa im ne nedostaje. A roditelji su vječno umorni. Ona je vrijeme provodila sa Silence, djevojkom koju je samo ona vidjela i razumjela, a Silence je jedina razumjela nju. Bile su same u nekom vlastitom svemiru. Noelle je pratila Silence. Vodila je na predivna mjesta za koja nije ni znala da postoje. Noelle sve više bježi iz kuće i utjehu traži i među nekim strancima koje sreće u parku i na ulici. Stranci su joj postali prijatelji.
3. čin
Noelle sjedi na klupici pored jezera. Suze joj teku niz lice. Prilazi joj mladić snenih očiju. Zagleda se u njega. Prepoznala ga je po ožiljku iza desnog uha. Bio je to Leo. Bio je to njezina najveća radost iz onoga prošlog života, kada je živjela skromno u trošnoj kućici i kada je imala razloga za smijeh. Leo i Noelle su se zaljubili. Ali Noelle je znala da njezini roditelji neće prihvatiti Lea, jer je Leo bio siroče koje je odgojila baka. Leo nije imao ni novaca ni imanja. Klupica pored jezera postala je njihovo tajno mjesto.
4. čin
Noellini roditelji saznali su za njezinu ljubav s Leom. Otac ih je počeo pratiti. I Lea. Jednu je noć bio pijan, ulovio ga je bijes. Leo je prelazio pored dubokog jarka. Otac ga je snažno gurnuo i Leo je ostao nepomično ležati na dnu jarka. Glavom je udario u oštri kamen. Čuju se zvukovi sirene hitne pomoći.

Noelle i Leo u invalidskim kolicima šeću uskim uličicama mjesta u kojem su odrasli. Na Noellinoj ruci sjaji se zaručnički prsten.

Lucija Geržinić, 8. razred

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There are many challenges. First and foremost to understand the needs of all learners inside and outside the classroom. The biggest struggle is not having the funding and facilities to be able to teach and look after these children the right way. There also is not enough training given to the people who need It the most it is very hard to do your job when there isn't enough funding and facilities to help these children grow and learn.  

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There are many challenges. First and foremost to understand the needs of all learners inside and outside the classroom. The biggest struggle is not having the funding and facilities to be able to teach and look after these children the right way. There also is not enough training given to the people who need It the most it is very hard to do your job when there isn't enough funding and facilities to help these children grow and learn.  

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There are many challenges first and foremost to understand the needs of all the learners in the inclusive classroom. Many other things to consider like - accommodations, modifications and behavior. Make the environment happy and healthy so no one can feel isolated and bullied. 

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There are many challenges first and foremost to understand the needs of all the learners in the inclusive classroom. Many other things to consider like - accommodations, modifications and behavior. Make the environment happy and healthy so no one can feel isolated and bullied. 

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There are challenges you could face as budgetary issues may be holding an inclusive classroom down in the technology you can access and utilise.

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Challenges faced are a need for proper training & guidelines to be given to  general teachers & SEN teaching assistants so that they will be able to rightly address the needs of the SEN students.  without wasting precious time  on trial & error methods.

Engagement of family in the learning process is very crucial in supporting their child as there is only so much that can be covered in school due to restrains of time.

Mainstream teachers also need to give the teaching assistant all the support that they require by informing them in detail what is to be covered in advance so lesson planning can be done accordingly & does not require them to go with the flow & create them on the go.  That been said I acknowledge that with large classes, the teacher is overloaded with work & seldom has time for differential instructions.

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There are any challenges as we go through inclusive school. first is that the passion of the teachers and how much you can help your student. I have seen s many general educators in main stream school that they rely only in ABA Therapist and doesn't even care to the student because of the behavior the kid is facing or sensory. advance equipment for them to explore in digital world. Lack of knowledge

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Beaten by the pupils may lead us in some blackouts but isolating and breathing out stresses is the best way you can do. Have more patience and be more understandable.

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There are many challenges as we actualize inclusive eeduction : qualified /passionate teachers to get involve, the need for facilities and equipment, adequate government support , raising community awareness.

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Sunil dutt india
I think special children need more attention and more care and some time you think they will easily do but they have not done.

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The most important challenge is that parents of some students treat children who have dissabilities with bias.

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Students need a lot of attentions from teacher that we can not afford. I hope the teacher that in charge could put more efforts to cooperate with other teachers. One of my co-teacher thinks the SEN student belong to the special need teacher. He thinks that special need teacher have to have ability to solve all problems. I think we are all learning, working, and cooperating together. There is not such a line to show clear boundary that is your job or her job.

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One of the challenges I have encountered in teaching as generalist is student's behavioural problems. Bullying in the classroom does disrupt the class and disrespect other students. At first, I didn't know how to control or stop this kind of bad behaviour. Talking and calling parents attention and addressing to them the problem did not really help for long term. The student who bully has the tendency to do it again and again. But, I told myself not to give up but to find other ways to sort out the issue.

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Applying realistic inclusion that makes a difference in children's lives and not just for a few hours will be difficult, but changing the mindset of teachers can be more challenging

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Challenge is dealing with the behaviors of students

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Sometimes, when we have a bigger class, more that 20 students, time managing can be a challenge.

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The biggest challenge is to be interested in the student who needs special education without distracting all students in the classroom.

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Students' happy faces are the main evaluation of our work

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To be able to apply an inclusive education it is necessary to consider each student as a bearer of unique values ​​and feelings, which can only be expressed and shared if the climate is welcoming and allows you to feel good and at ease. Above all, pupils with special needs must be understood and listened to, to avoid feeling different or unable to carry out the activities proposed by the teachers with positive results. Without this particular attention to methodologies and deep listening, the contents of the lessons become less comprehensible and the school does not become a place to grow and improve  performance.

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First is the time:in 50 minutes can't work with children with SEN and another 23-24 kids.Each of this SEN have the own needs and rythm of learning and even we make a special tasks they need always to be guidded by teacher.also we don't have assistant teacher

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The may problem that we have here is that teachers are oblige to stick to the program they have to teach and they cannot be to creative because the program is huge and the time they have for it is not enough.

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One of the directions of the pre-university education strategy is encompassing
to all children with disabilities in regular or special schools. Theoretically, grade
disability is not directly related to the forms of education that are available
for each child. even having a severe disability certificate, a child can
be enrolled at the school table. Instead, only with the certificate
a child with a disability grade and with the consent of the parents, a child can be enrolled  in a special school. the CPC issued also guarantees the entry
the child in the support program, if he attends a school
inclusive.
In Romania there are the following educational offers for children with CES:
Special education establishments offering specialized education in
compliance with the type of disability;
- Socio-educational support services in mass schools for children who
presents various problems: speech therapy offices, psycho-pedagogical assistance offices,
educational services through support / itinerant teaching staff and services through mediators
school

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There are several challenges teachers face. Some of them are:

- change the established educational paradigm;
- to have more time in which they can work cooperatively with their peers, technicians and health professionals;
- to value differentiated pedagogical practices, taking into account the special educational needs of the students;
- promote moments for parents and guardians to be encouraged to take a more active part in the teaching-learning process of their learners;
- motivate students to become involved in school, social and personal learning;
- challenge each student without SEN to see through the eyes of their colleagues with SEN (work empathy, tolerance and respect for the other).

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Teachers and especially parents cannot make empathy and prejudice.

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My biggest challenge as a teacher is to see happy children
 who want to return to kindergarten.

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Per un insegnante specializzato, ma anche per un docente curriculare la maggior sfida ogni giorno è far interessare i ragazzi alle attività didattiche

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Daily  challenges are a lot from collaboration between teacher and parents to coopertive learning and tolerance among students

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Hi

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I can't spend enough time for SEN students because our classrooms very crowded

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As an English teacher I face many challenges to reach all learners. The most challenging issue is the parent and teacher cooperation. Also it is hard to increase SEN students motivation to English.

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The challenge we face every day is to create a cooperative class where SEN students are accepted and understood by the others. Another challenge, is to have the cooperation of families that often leave all the responsibilites to school.

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Challenges have been different, even in a cross-country aspect. In  Latvia it is lack of cooperation between parents and the teacher, and lack of support from the school director. In Italy I faced disciple as a challange in my group.

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Effectively. The goal is to reach all students. The school has to be inclusive. On many occasions this is not easy.

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One of the common challenges relates to student behavior: many of them are frustrated by school and have problems with emotion control.
Other challenges I face are not supported by other teachers, limited resources.

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One of the common challenge is dealing with the behaviors of students: many of them get frustrated with school and have trouble controlling emotions.

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Challenges i face are no support from other teachers. Limited resources. Lack of understanding from the other children.

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For me it is very important that every student of mine to reach at least one of the lesson objectives.

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Challenges that I face:
- too much paperwork (not enough time)
- setting the goals (lack of professional help and needed paperwork)
- no teaching materials
- choosing the appropriate methods of teaching
- poor communication with the parents
- too many students (Five years ago I had 24 students in one class, 7 of them with SEN)

- adjusting the materials and evaluation methods

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I often try to share my teaching ideas with colleagues and parents. In general I can say that it is very difficult to exchange ideas and opinions. You are not used to listening and sharing. The class consists of very different children, some with problems. I am very interested in the inclusive education: Gamification, coding, flipped classroom, caviardage method, circle time, I try to apply them in the best way. Even my figure as a teacher I am trying to change: I wish to be a helper without imposing. I always try to change the layout of the desks

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I am afraid that I am not qualified to work with SEN students.

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Adaptation of teaching strategies, time, equipment...

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Adaptation of teaching strategies, time, equipment...

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Lack of time is one of the greatest problems in my situation. And, to make matters worse, I have classes with 30 students with no problems and 1-2 students with SEN. It is getting hardeer and harder to pay attention to them equally.

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Mine is the time: In our classes we have many pupils.Because of this, I can't spend enough time for my SEN students.

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When I working with SEN students, I used different methods that are known to all teachers. I tried to prevent children from feeling forgotten and unnecessary. I want to enrich my experience.

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1. Numerous classes- over 25 -with a mix of Sen students ,I am not informed of , and students with different levels of the subject taught .
2. Outdated materials-textbooks, the lack of technology-cds, videos, smart boards, printers, toner, paper, cd- players, internet connection and computers.
3. No support teachers and lack of space.

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My greatest challenge is the 10 years boy with multiple difficulties: He speaks only Yes/no,  had eye problems and multiliple scleroza. I have to learn some ICT, and new approach of teaching

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It is said that there is always a better place. I would very much like to change the perception of some of the disadvantaged children. There is equality between chances, regardless of social position

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My fear is that I will get no support from the parents whose child I teach. I work in a big class, and sometimes I fell I don't have enough time to dedicate myself to all children in my class.

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lack of an adapte curricula not enough time

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1. Not being prepared well enough for my SEN students.
2. Not having enough time to work with my SEN students as well as with the rest of the class.
3. Not having right support.

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I have almost the same problems like Ozrenka from Croatia.

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My greatest challenge is the boy with multiple difficulties, who is in my second grade and his inclusion.

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Irrelevant parents, crowded classes and lack of technology are the most important obstacles for us.

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Crowded classes, irrelevant parents and and lack of money are the important obstacles for us.

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1. I am afraid that I'm not sufficiently qualified to make good personalized curriculum for SEN.
2. I want more time for my SEN students to complete the planed tasks. 45 minutes is not always enough.
3. I am afraid that I will ignore my "regular" students and not be there for them if they need me.
4. I'm afraid I will not recognize the student with SEN on time.

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The biggest challenge for me is to work with 28 nirmal students and one or two SSEN students in the same classroom averyday without a teacher assistant or a teacher for special needs.

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My biggest challenge is that, how to equally give my attention to students who needed help in learning and talented students. Everyone learns in the same classroom and the lesson lasts for 45 minutes... Sometimes, after completing the lesson, it feels like I've run a marathon

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The biggest challenge is to really differentiate curriculum when I have numerous classrooms with many SEN students with different kind of special needs

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My daily challenges are related to enhance motivation, curiosity and more attention to learning  subjects.

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My daily challenge is to make teenagers that were  once excluded of regular classes feel included in a school that has only integrated them. Now, unfortunatly they see each other as members of a special class. Also, those students and their parents see us more as protectors than as teachers and this is frustrating thing to deal everyday.

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YÜKSEL-TURKEY        My biggest challange is to reach all students'  needs in big classrooms.

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YÜKSEL-TURKEY        My biggest challange is to reach all students'  needs in big classrooms.

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My biggest challenge is to engage all my students so that each of them can fully develop their unique potential.

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My biggest challange is to reach all students' needs in big classrooms

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Spain
the biggest challenge is to get to know every single student in my class. Understand their needs and help them. Also it is important to create a safe learning environment for our pupils.

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Romania
-Insufficiently developer teacher awareness of children with SEN.
-big class.
-ignorante of parents.

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My challenge is to be able to understand where I need to work with students so they can have an educational success.

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My objective is

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As a special educational teacher, I have to know the general education curriculum so I can support my students and their needs. I have to collaborate with the teachers of all my students to make sure I am supporting what is being taught in the classroom and supplementing my own resources. Finding the time to talk to each teacher is extremely important and extremely challenging. Being organized enough to do so is also a very difficult task. Further difficulties arise if one considers the specialist teachers as “the” teachers of the students with disabilities, or think that they are less skilled and have fewer abilities than general teachers.
Differentiated instruction and individualized teaching practices are challenging for all teachers. It is therefore vital for each teacher to acquire the skills needed to analyze the system they are part of, be aware of their own beliefs and attitudes in order to monitor the integration/inclusion process, and contribute to its completion by producing the necessary changes.

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The biggest challenge for me is the number of pupils I have mixed with my SEN pupils.

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My challenges are:
- big classess
-not enuogh education for teachers
-not enough time to prepare for lesso

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Caring them in the crowded classrooms  is the basic challenge for us.

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My most important challenge is that my classes are too crowded. My SEN students are lost in class.

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Unfortunately i dont have enough time to prepare myself. I dont have my own classroom. There are lot of other things to do...not only SEN

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Challenges are how to adapt the existing curriculum to the student's needs and also how to try and teach SEN students with limited infrastructure.

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As a general teacher, the challenge during my lessons is to choose the right strategies in order to give all my students a chance to learn and grow. Students have different needs and different ways and abilities in learning and it’s often really difficult, especially for the lack of enough time, to give each of them the right attention and care.

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My daily challenges are lack of my own classroom, lack of knowledge and experience with SEN students,  big classes ( a lot of pupils), lack of time to prepare myself because of all other paperwork I have to do.

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- lack of an adapted curricula
- not enough time
- not enough materials

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The challenge is to really believe that all students can learn ... and learn to collaborate in school.

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The challenge is to allow all children to feel equal to others without difference in sex, language, race and to achieve equal levels of education.

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My daily challenge is to make the class inclusive, when I take care of the whole class I try to make the lessons accessible to everyone, to create a work environment in which no one feels excluded or at a lower level than the others. The diversity of each should be exploited using compensatory tools and materials

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My main problems are crowded class and unconscious  parents.Parents expect a miracle from the teachers, but they do not accept responsibility in education.

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In Turkey we have same problems. Some of them :
Crowded classes
Incompenent 40minutes
Learning groups differences
Incompenent learning methots
Being far away human rights
Careless families

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The size of the classroom is a big challenge for me while integrating SEN students into the program. In a big class, one teacher is definitely not enough when you have SEN students in your classroom. Another problem is the time that you give to prepare differentiated materials for SEN students since you also have a general program going on as well. Sometimes the expectation of SEN students's parents can also be a challenge. The limited knowledge that teachers may have about different diagnoses that SEN students have. For example, do I know what is expected from a students with Autism? What type of reactions can that student give in different situations?, etc...

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- better understanding SEN pupils and their needs
- better education about SEN pupils

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Lack of knowledge about SEN education, limited time and large classes.

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- a group stdents included 5 SN students with Autism and mental/psychic problems. They are sometimes agresive we haven't got  a calm rooms and possibilities.
Sometimes not all students are suitable for learning at "normal schools"

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Parents are unconscious about their children and education.
Parents expect a miracle from the teachers, but they do not accept responsibility in education.

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Challenges we face are:
- A group of 30 children
- insufficient knowledge of other teachers about children with SEN
- insufficiently developed teacher awareness of children with SEN
- parents avoid communicating about the child's difficulties

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big classes, poor communication with families, not enough time.

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try to help them ways to learn new things