THE SCHOOL-FAMILY PARTNERSHIP FOR EFFICIENT TEACHING OF CHILDREN WITH LEARNING DISABILITIES
ABSTRACT. Belonging to a particular social group or having a certain level of development should not be arguments for the exclusion of children from mainstream schools. The integrationist movement supports the contention according to which mainstreaming provides the most appropriate environmen...
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| Format: | Article |
| Language: | English |
| Published: |
Studia Universitatis Babes-Bolyai
2012-06-01
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| Series: | Studia Universitatis Babeş-Bolyai. Psychologia-Paedagogia |
| Subjects: | |
| Online Access: | https://studiapsypaed.com/wp-content/uploads/2021/09/1-2012-2.pdf |
| Summary: | ABSTRACT. Belonging to a particular social group or having a certain level of
development should not be arguments for the exclusion of children from mainstream
schools. The integrationist movement supports the contention according to which
mainstreaming provides the most appropriate environment for quality educational
achievements and for acquiring social and cognitive skills. To facilitate the integration
of children with learning disabilities in mainstream schools, it is necessary that these
schools ensure a friendly atmosphere and real integration. Yet, active family involvement
in training and education of their own children should be considered as well. |
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| ISSN: | 1221-8111 2065-9431 |