INTRODUCTION
The ultimate objective of inclusive education is to make sure that everyone, including the students who possess the skills of academic or physical impairments, is able to receive equal education from the school. This includes special arrangements for them to succeed in the normal academic system, and some adjustments due to their disabilities and cognitive differences may include extra help ( Ahmed et al., 2022). Although the teachers will be required to be knowledgeable and possess the needed skills, understanding the different types of needs and creating personalized learning is an essential aspect. Imparting skills the instructors need, so they know how to help students with special needs is quite important, and training and professional development programs can provide these skills.
PURPOSE OF THE STUDY
The objective of our development project falls on providing specialized instruction and professional advancement chances for teachers in mainstream schools, in the standstill of developing comprehensive learning environments for students with specific needs and learning problems. The goal is to unlock the very important door of quality education for all pupils and to boost their scholastic performance and social skills by giving teachers extra skills and methods by training (Merga et al., 2020). Their inclusive attitude toward school interventions, as well as fair learning chances, advance the development of teachers as well. Finally, schools become more socially places where everyone has equal opportunities.
Many aspects of effective training programs could be present in order to ensure mainstream teachers have sufficient support. For example, comprehensive support could be provided through a number of training components. This academic identity may entail teachers obtaining knowledge and skills that help them to individualize their lesson plans and pedagogical resources, which cater to the distinct educational requirements of students with different identities. In addition to this, they are likely to propose the use of assistive technologies, for instance, visual or text-to-speech organizers, to make lessons more accessible as well as suit the educational needs of every student. However, towards the end, cultivating class management strategies is also outlined to guarantee that the students experience a cordial and smooth learning time in a class where a fun and respectful environment prevails.
For a teacher to be able to cater to learners with a learning vision, such learners must be knowledgeable in their learning difficulties. The progress of the students often grapples with some difficulties brought about by such disorders as dyslexia, ADHD, SPED, and SLD interfering with mathematics, reading, or writing. For example, the cases of students who have dyslexia make it hard for them to read, while children who have ADHD will have a hard time concentrating and controlling their emotions (Bentley-Williams et al., 2017).. To fulfill the diverse expectations of the students, instructors can make use of techniques such as audiovisual aids, multi-dimensional training programs, and targeting individual students. The very essence that different students might struggle with various parts of the curriculum is what challenges teachers to use unique learning strategies. Through the eye, along with the heart of the knowledge of every impediment associated with the uniqueness of limitation and applying research-based techniques, educators can develop settings that embrace the academic and social growth of every student.
Thoughtful teacher preparation materials are vital because, as a result of the knowledge and abilities coming from the training, the students with learning difficulties start to be fully supported by mainstream teachers(CEDEFOP, 2022). The personalized learning programs typically comprise differential instructional techniques courses, explaining and enabling teachers to apply strategies of differentiated instruction so they can adjust their approach towards teaching considering the different students’ learning styles and skill levels. Moreover, the involvement of adaptive tools, like graphic organizers as well as text-to-speech software, is also a matter of high importance during the training as these assistive technologies could make the learning process more accessible and supportive for students with dyslexia. In addition, training provides inclusive classroom management skills. It goes into how a supportive environment can be produced for the creation of clear baseline expectations, not only for staff members but also for students. Finally, it is highly important to allocate enough money to support excellent education programs that aim to develop inclusive education and to ensure that any kid gets access to regular classrooms and ensure his mental and social-emotional development.
Professional training programs, it cannot be denied, improve the quality of tied program for teaching PWDs in the school. These teachers acquire knowledge and comfort in performing those mighty and informed changes in practice in classes consequently(Orndorf et al., 2022). They learn to appreciate the fact that despite their different capabilities, all of their students can contribute in their way, that they should adapt their teaching to the necessities of their pupils, and that the class should be a friendly and cozy environment. In addition to these students, those who have learning difficulties and challenges are striving for success academically, not only academically but also socially, because such support is provided.
CHALLENGES
Even though work-related skills-promoting activities like training programs or professional development courses remain with many qualities, there are limitations as well. We may come across the constraints of time and technical resources that hinder us from implementing perfect professional development programs(Merga et al., 2020). Moreover, there are categories of educators who will not comply, thus putting the exercise at risk of failing. Similarly, others may need to be made aware of the training, or they need to have the capacity to participate fully. In order to address these problem spots early yet still keep teachers in their loop, continuous support and skills development training are unquestionably of paramount importance.
RECOMMENDATIONS
Prioritizing the implementation of inclusive education ideas in pre-service education and teacher training programs is essential to the future generation. We can make sure that future teachers can assist children with a variety of learning needs by including these concepts early in their professional development path(CEDEFOP, 2022). It is also essential to keep funding professional development programs that are designed for the needs of mainstream teachers. The field of inclusive education must be advanced by campaigning for laws that support it and allocating sufficient funds for assistance and training.
CONCLUSION
In conclusion, specialized training programs for mainstreaming teachers and career development options are integral to equipping teachers who teach in a mainstream classroom to assist children with special needs and learning difficulties. Through the way of inclusive methods, well-rounded teaching techniques, and the elimination of knowledge gaps, these programs help to create safe and welcoming learning places and opportunities to excel for every student. Although resources for professional development programs should be maintained and supportive laws must be passed for every child born with a learning disability prioritized, we can look forward to a bright future where diversity is celebrated rather than discriminated against.
References
Ahmed, S. K., Jeffries, D., Chakraborty, A., Carslake, T., Lietz, P., Rahayu, B., Armstrong, D., Kaushik, A., & Sundarsagar, K. (2022). Teacher professional development for disability inclusion in low- and middle-income Asia-Pacific countries: An evidence and gap map. Campbell Systematic Reviews, 18(4), e1287. https://onlinelibrary.wiley.com/doi/10.1002/cl2.1287
Bentley-Williams, R., Grima-Farrell, C., Long, J., & Laws, C. (2017). Collaborative Partnership: Developing Pre-service Teachers as Inclusive Practitioners to Support Students with Disabilities. International Journal of Disability, Development, and Education, 64(3), 270–282 https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/1gmol9r/cdi_rmit_aeipt_https_data_informit_org_doi_10_3316_aeipt_215567
CEDEFOP. (2022). Professional development for inclusive teaching and training. CEDEFOP.https://www.cedefop.europa.eu/en/tools/vet-toolkit-tackling-early-leaving/intervention-approaches/professional-development-inclusive-teaching-and-training
Merga, M. K., Mat Roni, S., & Mason, S. (2020). Teachers’ perceptions of their preparedness for supporting struggling literacy learners in secondary English classrooms. English in Education, 54(3), 265–284. https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/1gmol9r/cdi_crossref_primary_10_1080_04250494_2020_1775488
Orndorf, H. C., Waterman, M., Lange, D., Kavin, D., Johnston, S. C., & Jenkins, K. P. (2022). Opening the Pathway: An Example of Universal Design for Learning as a Guide to Inclusive Teaching Practices. CBE Life Sciences Education, 21(2), ar28–ar28. https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/1gmol9r/cdi_unpaywall_primary_10_1187_cbe_21_09_0239
Uçak, Y., & Sakalli Demirok, M. (2022). Examining the Effectiveness of the Educational Program Developed for English Teachers Working with Students Aged 13-18 Who Have Specific Learning Disability. Children (Basel), 10(1), 81. https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/1gmol9r/cdi_doaj_primary_oai_doaj_org_article_0f2536bd6bd7432197790ae83abc4b62
write