This essay stresses that the special educator should take time and perform an observation in the inclusive class, to determine their behavior and performance therein. They must take cognizance of the classroom environment, critically analyzing the instructional materials in the classroom, the procedures and expectation in a bid to develop documentation and in depth understanding of the academic environment and its suitability to the students with special needs. The following needs to be appraised; class groups, books, computers, rooms, reading and writing culture development, assignments and home works. The special educator, should not only act in the periphery, but should also offer direct assistance to the teachers.
The article provides a comprehensive suggestion to the specialized educators with a one stop twenty ways in which to approach the complicated nature in consulting and supporting general teachers in inclusive classrooms. The twenty ways are exhaustive and accommodate diverse circumstances that might arise, however, more research must be undertaken to include every frontier not covered in this manual. The ways range include ways in which the special educator can offer an in classroom assistance to actual monitoring of the progress of the students. The ways also aid in providing a general classroom teacher to teach confidently an inclusive class with both regular students and those with specialized needs. ...Show more