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We have two teachers in the classroom who each teach two subjects but also have special education on stand by incase they need help with their special education students

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I am currently still just a student but I am an aspiring educator. However, while interviewing a working special needs education teacher, she  shared her experience working with other professionals in an Individualized Education Program. One struggle she faced was in working with people who acted like "know-it-alls" and made many suggestions but were not the ones who were responsible for implementation. She stated how her experience of good collaboration was based on the sharing of responsibilities in order to reach the different goals. She also highlighted the importance of good communication between the teacher and parents in order to manage parents expectations. It seems to me that being considerate towards others is one of the most important factors to collaboration.

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I think for me as a future special need’s educator. Collaboration is very important for us to see what the child needs. We have to a lot time to talk. I think the most needed enable for us to communicate well is participation and willingness to listen whatever the outcomes.

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As a physical therapist most of the children we work with are special needs who need assistance in one or more are of their life. Within the school system i feel sometimes it can be hard to work with other teachers when having to pull the child out of class for therapy or when therapy might interfere with class work. There is both positive and negative collaborations with other professions in the school.

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I am a general teacher but I would like to continually develop my knowledge on SEND to be able to provide the most effective and up to date practice that will best benefit my students.

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I am a general teacher but I would like to continually develop my knowledge on SEND to be able to provide the most effective and up to date practice that will best benefit my students.

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Im a ABA Therapist, but I am working in mainstream school. So as a therapist, I make sure at the beginning i asses my student, to know their level. Mostly as general educators, in this country they rely to the therapist as they cannot handle the student. its very challenging as i need to modify what he can do, and see how far he will go

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I am a special education teaher.
Newly graduated teachers are not ready to embrace inclusion.  Need training to be confident in performing the task.
We lack the facilities and manpower to accommodate other learners who are excited to be part of our program.

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I need an effective plan and different materials for gifted or talented students.

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I am a learning support assistant. I hope my colleagues could openly communicate with each other. We could share thinkings in time to improve our works.

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Daria,Luna,Aleksandra i Nikolina
Što je glagolski vid?

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What I need most as a teacher is to have an efficient collaboration with parents.

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I am a teacher assistant with one SEN student. Teaching with a SEN student is hard a bit challenging but we always asure that she didnt feel different from others.

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I am a general education teacher and this academic year I have 7 SEN students from the age of 11-15. I even have 2 SEN 11 year old students in the same class. My greatest challenge is making the inclusive classroom work in practice, make it productive, motivate students, involve everyone in the learning prossess and I've been training myself a lot to be able to make my work better for all. these courses help a lot. They are practical and very true when talking about SEN students' needs.

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I think primary teachers are harder to work with.

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i am a general teacher, middle school and high school

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I am a general education teacher, but I have 2-3 SEN students mostly in every class. I write a special studying programme for them and they work together with other students.

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I am not a special education teacher  but  I believe collaboration between all teachers  is the most important practise to achieve inclusive education and to be able to help students with special needs  or disabilities.
I am an architect, but I  studied pedagogical counseling and groups management also to improve my professional knownledge in special needs matter  (with a master  at  University Suor Orsola Benincasa).
This study was very useful to me to  work with more experience in teaching and sharing my experience and  many  tools  with other teachers of my school.
This let to me  to plan good practise and  actions,  using  laboratory teaching to improve skills and use of emotional mind in every matter.

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As a Psychologist, i need training in SEN, along the training

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Mersin/Türkiye
I am not a special education teacher and I need methods and techniques for special educational needs.

I think there isn't enough cooperation with special education teachers. I don't think that's enough

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I work with general and special education teacher. As a psychologist i need to explain the importance of collaborative work but sometimes i see it's so difficult for the other person to see the other perpsective and that's a barrier.
As for the others needs, i see that they need help especially with the SEN students, but with the expectation that it as to be that type of help and not another, wich makes the work difficult.

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At the moment, in Portugal, there is still a strong negative reaction to the presence of students with great barriers, in the classroom. The teachers are exhausted, discouraged, with a great workload and few conditions and ... I fear the unknown also weighs heavily. However, from my experience I can say that some way has been made. For this, there has to be a great team spirit, collaboration, positive thinking, resilience and calm. As cost to say there is no impossibility and we have to try to give our best. In this ambience I have been able to mobilize several teachers and carry out work that is gratifying for all and especially beneficial to the student. It is a continum work that requires a lot of dialogue and reflection on what was done and what is appropriate to do the next day. I think the great barrier we have is the lack of teachers, as they are asking us to build an inclusive school, but we have fewer and fewer teachers and bureaucratic requests continue to grow. And it creates the exhaustion and the discouragement. But everything happens when we are with the student.

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I am a general education teacher but I have some SEN students that 2 hours a week we conduct lessons with them according to their speacial needs and curriculum. Also another teachers from another branches tutor them weekly, too. From my point of view there must be a strong collaboration and communication between teachers because by this way we can organize complementary activities for SEN students and it makes them learn more easily and quickly.

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In more developed countries, the school hires teacher assistants working in class with the teacher. It is very important that there is good communication and preliminary planning of work between the teacher and the assistant. However, the presence of an assistant during classroom classes may be an inhibiting element for the student with special requirements who may have detentions in active participation in classes if the lessons are not organized so that each student feels part of it of the class group.
and in Romania this is done, but at a much lower level, the specialized staff being insufficient.

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Jeane de Fatima, Rio de Janeiro - Brazil

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Jeane de Fatima, Rio de Janeiro - Brazil

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When you work in a school, we need to be all united, one helping the other, there is no individualism, because we are in the classroom and if there is something, we will need help,
In the afternoon class we have a student who sometimes gives convulsive seizures, is unpredictable, but it happens.
Teamwork strengthens us because we are not alone, we are all united to offer the best.
We need to be aware of all the details.

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I work as general teacher in a secondary school. The most difficult thing I find is to share my best practice with my collegue special need teacher: to plan a common programme is not so easy, as well to cope with the standard the subject is asked to reach. Every scool year is a real challenge where collaboration is the key word!

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I'm a preschool teacher. Groups do not provide staff support for children with special needs.

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I am a Montessori teacher at a preschool. I work together with another colleague of mine. Even with a special needs child in our group, we don't have specialist support inside the school. I feel that with better personnel training on SEN we could do our job better.

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I'm a general teacher.

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I am a special education teacher.The biggest change for educators is in deciding to share the role that has traditionally been individual: to share the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. The teachers must begin to think of it as "our" class. But from my  experience  is necessary to replace the current model based on the support of the disabled person being provided exclusively by the support teacher, in favour of a model of “broad support” given by the class teachers, peers, other figures (e.g. educators, assistants), auxiliarystaff (janitors, canteen staff, etc.), and through the organization of the classroom, via aids, etc. This aspect is too relevant with  general teachers who do not believe they have adequate training to face an educational dialogue with the pupil. 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 or if these same specialists are helping to adhere, to a “medical model” that requires them to claim sole responsibility for caring for the student, as holders of specific technical skills, thus, isolating themselves withinexclusive relationships in order to “heal” the students.

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I am a special education teacher.
I teach students of secondary school, ages between 15 and 19. They don't attend most of the regular classes. They are being prepared for daily / adult life and spend most of the time in a classroom where is possible to make different activities. I'm not refering to learning disabilities but to severe learning or physical ones. We are two teachers in the same room, but we make different groups according to their abbilities, interests and subjects being taught. Having a colleague there all the time allows us to share practices, materials, ask for the other opinion about activities that are being prepared, students needs, evolution, etc.

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I am a general teacher in primary schoolI but I have experience in work with children with special educational needs. I want to be useful to my inclusion student in my classroom and work together with special teachers.

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I am a general teacher and I am accoustomed to work with special education teachers.
I think that communication and collaboration between general and special education teachers is vital to the success of special needs students

The biggest change for educators is sharing the goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management. A cooperative teaching is essential with SEN students.

The distinctive feature of cooperative teaching, which differs from earlier approaches, is that it is direct collaboration with the general education and special education teachers working together in the same classroom most of the day.

An effective team of teachers will work together as equal partners in interactive relationships, with both involved in all aspects of planning, teaching, and assessment. Areas for this collaboration will include curricula and instruction, assessment and evaluation, and classroom management and behaviour.

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I'm a general teacher but Ihave lot's of experience in work with SEN students. I work and I often collaborate with my colleagues and multidisciplinar teamschool.

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I am a general education teacher
Like everyone, I need a support of special education teacher. In my school, I find it in a psychologist, pedagogue and teacher who works at the site of the special education teacher. They are wonderful and help me in every opportunity, especially in curriculum development and in moments when my SEN student has a bad day and cannot stay in the same classroom with other students.

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I am a general education teacher and I ask for help from the psychologist and I would like people who do not respond to children's discipline to be more involved.

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ŞENGÜL BARIŞ
Iam quidance counsellor in my school and I help other teachers.

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There are many students with special needs in my classes but non everywhere we can be supported by effective tools.

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I am a special education teacher, although I graduated Psychology. I work in the multidisciplinary team, along the speech therapist, psychologist, etc. I would like for the people that don't respond directly of the children's discipline to get involved more.

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I teach in the 3rd class of primary school, for 6 years I have been a teacher of support for autistic children and children with hearing loss. Since I became a class teacher I have always had children with difficulties and I have always been sensitive to exclusivity. What amazed my colleagues, teachers of support, was that I planned with them the exchange of roles and I was actively interested in the pupils. Now in the class where I work there are dyslexic, dysgraphic children, and also an Albanian girl inserted this year who does not know Italian and English at all ... I do not take advantage of the help of a supporting colleague, there are hours of coexistence but few. I try to motivate them and interest them as best I can with inclusive platforms like etwinning, small group work, circle time, coding
However, whatever the difficulties slowly it is always good to try to keep in mind the obtribes set and reach them slowly
http://svel.to/106v

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I'm a special needs teacher and I often collaborate with my  colleagues even if they are not always able to deal with SEN students... It's always a long process to involve everybody.

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I am a general teacher but have experience in children with special educational needs

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I work with other teachers, with them and multidisciplinar team - psychologist, speech therapist, doctor, social assitants...

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Express your needs
Define whether you are a general or special education teacher, and express your needs when collaborating wi

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I am a general education teacher. There should be more collaboration between all of us involved in education of all students.

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I'm a general teacher and must say I'm coping with a lot of problems when working with SEN children. We didn't have much preparation on how to work with them so I am not sure at all if  I work correctly. I hope I do. We do have a counsellor in our school but she often doesn't have time. I share my ideas with other teachers and we all do our best.

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I am a general teacher and I work with SEN students in two of the classes I have this year. In the past I had more students and it was frustrating that I was the only one who had to deal with them. Later, a young counsellor came to our school and she helped me a lot in understating the documents that I needed to write for my SEN students and the types of strategies I needed to use.

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I work with other tachers and they understand special needs. We work with them and multidisciplinar team (psychologist, social assitants, doctors, educational community, …..).

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I am teacher of informatics in primary school . I am satisfied with collaboration with school staff.

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I am general education teacher in primary school. We have five hundred pupils and only one special education teacher. In every class we have from one to tree SEN children. I need more help for making SEN students curriculum.

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I'm a special education teacher and I think that is very difficult to collaborate with general teacher because they often don't consider us as teachers at their same level. Tey don't are flexible in organization of time, spaces, etc. Often happens that tests are planned during my free day or that the choice of tests is made without consulting me

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I am a preschool teacher but I get support from special education teachers. I am trying to be useful to my inclusion student in my class.

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I am a general lesson teacher.I would like a greater interaction with support teachers especially I would like to find and share with them learning strategies alternative to the classic lesson

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I am a general education teacher and would like to have more help from special education teachers,when it comes to methods and strategies, tools and knowledge about SEN students.

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I am a general education teacher and would like to have more help from special education teachers,when it comes to methods and strategies, tools and knowledge about SEN students.

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I'm  a teacher for SEN students in a pubblic school. I deal with inclusione in my province

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I'm  a teacher for SEN students in a pubblic school. I deal with inclusione in my province

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I am  a teacher for SEN students in a mainstream school. I would like to have more time to plan our activities with my teampartners, but I have so many of them, because I am responsible for 18 SEN-students in four classes.

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I am  a teacher for SEN students in a mainstream school. I would like to have more time to plan our activities with my teampartners, but I have so many of them, because I am responsible for 18 SEN-students in four classes.

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I'm a school librarian and I, like all my colleagues need more education about SEN students, their needs and problems they have. I work in school where we don't have so many SEN students but when one appears we just manage, not knowing really what to do. Help is provided, but it's rarely sufficient.

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I am a curricular teacher, I would like a greater interaction with support teachers especially I would like to find and share with them learning strategies alternative to the classic lesson.

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I am a curricular teacher, I would like a greater interaction with support teachers especially I would like to find and share with them learning strategies alternative to the classic lesson.

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I am a curricular teacher, I would like a greater interaction with support teachers especially I would like to find and share with them learning strategies alternative to the classic lesson.

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I am a curricular teacher, I would like a greater interaction with support teachers especially I would like to find and share with them learning strategies alternative to the classic lesson.

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I am general education teacher(English) at a high school.Until this year,I dont know how to do and what to do.But tis year with the help of our school counsellor,we arrange some activities,plans and lessons according to the pupils need.

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I am a head teacher , and interested for my students with special needs. In my school there are more problems regarding to infrastrucutre , also we can not have the help of our parents because they are very poor. I like the classroom that saw above .

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I´m general teacher. I teach music. I have great communication with parents and pedagogue. But I can see pedagog once a month and that is sometimes frustrating. There is no special education teacher except pedagog. Music is very good subject for all kind of students but sam my colleagues are very frustrated because they need more help.

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This link must be. Because it is very important for the most SEN student, so that teachers, in interaction with each other, can build the most convenient training program for the student.

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I COUNTRY CONSULTING SPECIAL EDUCATION TEACHERS ABOUT THE PROBLEMS OF SPECIAL NEEDS.

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I am general education teacher in primary school. We have special education teacher  and working and colaborating with her is of great help.

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I am a general ed teacher at a primary school. We don't have a special education teacher at our school, but I think he/she would be of a great help to us, as we are not educated enough to meet the needs of SEN students.

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I am teacher of informatics in primary school. I am satisfied with collaboration with schools staff .

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I am a general teacher and I have a good relationship with my colleagues. We share our ideas, we help each other and try to resolve problems. I wish we all had more support from the experts.

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I am a guidance counsellor in my school and the only member of supporting staff, but I d collaborate with one teacher assistant brought into the class to help with the regular program of one SEN students. We have an excellent communication because this person is capable of translating my suggestions into her special needs methods

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I am an English teacher with 4 years of experience. As a relatively inexperienced teacher I often talk to my older collegues and enjoy learning from them. As any other person, when working with other people I want to feel free to ask questions. It's important not to feel judged.

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I am an English Foreign language teacher in a primary school.  I have got two classes and teach each class for ten hours. I have got two SEN students. We work collaboratively with the SEN coordinator and meet regularly. We discuss the plans, activities and exams for SEN students with the coordinator which is very helpful. My SEN students have assistant teachers “shadow teachers” and they are very supportive. One of the SEN teachers is a trained teacher and is very helpful during lesson time and outside classroom. However, the other assistant teacher has not a qualification as a teacher and is just there to look after the student. She is very helpful for the student’s basic needs; however, she can’t give the same support during lesson time. That’s why parents need to be more careful about choosing an assistant teacher for SEN students. This person must be trained as a SEN teacher (We face problems in teaching styles/ approaches/ perspective). The mainstream teacher prepares all the plans, activities and exams. It would be much more effective to have more SEN teachers at school and give teachers set time in their schedules for SEN planning.

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I'm a special needs teacher and I find my colleagues not really collaborative to SEN who aren't very included in the class.

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I'm a general teacher for preschool. I have the teacher support class for the SEN child one day a week. I would like to have this help for as many days.

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I am a general teacher for preschool , I work with disabled children without a support teacher.

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I am a general education teacher and for now I had great collaboration with parents, pedagogues, psychologists, SEN teachers, and I hope it will stay that way. I'm also pedagogue and in college I had SEN course, and I also like to learn so I attend lectures whenever is possible.

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I am a general education teacher (Biology and Science) in secondary school. I teach several classes with SEN students but not all of them have an assistant in the class. Sometimes I feel overwhelmed with all different needs of my students and I would really appreciate if someone was there to co-teach with me. Constant education and collaboration on how to achieve the objectives set for SEN students would be of great help. I miss the group planning in my school.

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I need more professional support and more teaching materials.

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I need more professional support and more teaching materials.

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I'm a general teacher in a secondary school. When I meet a SEN student, i try to solve the problem by myself.

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I am a general education teacher and I have often worked and collaborated with SEN teachers not only for planning lessons and strategies but also during the lessons in classes. Having a support in the conduction of educational activities is very useful and enriching. It should happen for a longer time and not only when there are students with serious impairment, but also to give more attention to minor learning difficulties or particular learning needs.

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I'm a special education teacher in a secondary school. I find my colleagues collaborative. I would like more ITC tools expecially for students with SEN.

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I am a general education teacher ( I teach English as a foreign language) in secondary school. I have several classes with SEN students and only in one of them (22 students in total) there is an assistant in the class. She helps an autistic student to stay focused, do the tasks and basically encourages him to stay active and participate in lessons. In the same classroom I have an ADD student and a dyslexic and dysgraphic student. I have to cope with them on my one. Sometimes I feel overwhelmed with such different needs and I would appreciate if someone was there to individualise at least some parts of lessons or show me how to meet the objectives in a successful way.

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I'm a general teacher in a lower secondary school. In many of my classrooms I have special education teacher. Some of them are really supportive and collaborative, we work together for our students success. But there are also SE teachers that, even if they are mainly in charge of the SEN students, let general teachers almost alone.

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i am  teacher  for primary school but i have never work. i listen from others teachers who work that there a lot of children in a classroom, a lot of children have a lot of problem that they can not  manage.

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I´m a special education teacher and I work in a team with other teachers and a school assistent. Teamw

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I´m a special education teacher and I work in a team with other teachers and a school assistent. Teamw

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I am national language teacher in a middle school. I spend 4hours per week with each class where I teach.My first problem is that we have to many children in a classroom, between 25 and 30 and is very difficult to work with them. When in the same classroom is one or more child with special needs, things become more complicated. there is no time and no thecnical support to work with them. There is no teacher assistant to support my work.

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I'm a teacher at primary school. I have studied as a general teacher and I have also studied special education. In our school, teachers work together and we have a competent support team: we have  two speech therapists, special education teacher, three co-teachers.

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I'm a general teacher and if I Ihave a SEN studens I am on my own to try to find a way how to work with him or her.

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I am a general education teacher. There are two defectologists in my school, but one of them works only with a group of SEN students who are not included in the mainstream education and the other works for three hours a week only and usually has just a little time to work with SEN students individually and when it's really necessary so I can say that collaboration with SEN teachers is quite poor.
What I need is to have a continuous collaboration with the SEN teacher throughout the year  in order to find out all about the child's needs and abilities, modifications, adaptations of the curriculum, methods, teaching techniques and strategies.

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I am a Catholic religion teacher in a primary school and even though there are support teachers who are mainly in charge of the SENs, I am almost alone in my time having to handle the situation. it is not easy, but the experiences made with these children are enriching for me and for the other students. Together with colleagues we have collaborated in projects and activities together.

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Yüksel -TURKEY        I'm general teacher

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Yüksel -TURKEY        I'm general teacher

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I am a general education teacher. I have very good communication with specila education teachers. However, I think that we need more time to plan and to discuss our students needs.

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I am a general teacher. When we have a SEN student, we have to help his/her alone. It is a really big problem for us to get help from a special education teacher because of lack of these teachers.

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I'm a general teacher in secondary school and mostly I work all by myself with SEN students. I would really like to collaborate with special education teachers so that I could ask for some advice on how to modify my teaching methods.

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Spain
Im a primary teacher, when we have a new SEN student, we try to find out his or her needs first. We try to create a special bond with the SEN student and also encourage other students to help. Inclussion is the hardest thing, but if you love your students, you would do as much as you can to motivate them.

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I am a general teacher in primary school, in school we have pedagogues, psychologists and logopedists.

When we get a new SEN student, if necessary, the school organizes lectures by specialists of that area.