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The third concept was that of knowing about learning in order for the teachers to be able to meet every childs need in terms of learning and reaching their potential.
2) Teachers have to know about learning so they can work out the learning differences with the young people they are working with and also adopt and change their teaching to suit the young people’s needs.
4) The disability social structure is such that the society disables people because it orders things in some way that not all people get access. It is the society to make changes and not the individual with special needs.
6) The legal framework is that if a child with disability is not educated to their potential or suffers discrimination in some way then they have a right to sue. The teaching standards are that a teacher needs to have the skills, ability and training to effect change and have an understanding of all pupils including those with special needs.
10) Funding was initially based on individual needs but now schools receive a global fund for all children with needs that require special attention, not considering whether they have had an assessment or not.
19) All teachers must be trained on cognition learning in order to be able to identify areas that they need to help in and also know how to deal with various issues that arise in the course of their teaching.
20) Transition arrangements are necessary in enabling the teachers to undergo the various trainings and ample time to learn the skills they need in order to teach children with special needs in the right way.
This lecture aims at providing detailed information on inclusive learning and ways of helping young people who have special needs in reaching their potential. The information was obtained by David Crabtree through becoming a teacher trainer for teachers who teach children with special needs, especially dyslexia. The observation made was that teachers needed more training in order to be able to
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