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英国 论文 代 写 推荐:残疾学生教育

英国 论文 代 写 推荐:残疾学生教育

我目前对学校环境中残疾青少年所面临的问题有深入的了解,但我对作为中学教师所能发挥的关键作用缺乏了解。根据我的研究,没有足够的服务来满足残疾学生的教育需求。在教育初期,我适当地承认了结合具体服务的要求。在学校设置中,残疾学生的身体接触最终限制了他们的选择(Beckett, 2009)。这进一步由选定的学校和提供的额外服务,以使课程的完全可达性。

英国 论文 代 写 推荐:残疾学生教育
在隔离、区域和农村地区也有提供最低限度的选择。当我对研究课题进行广泛的研究时,我意识到包含的概念是被最大的研究人员所特别使用的。包容的观念进一步迫使我在中学的残疾学生所面临的问题上更加深入。我能够理解包容的重点在于彻底消除普通教育和特殊教育之间的区别。我当时能够理解为每个学生提供足够的教育的价值,不论他们的能力或残疾(Beavis, 2011)。

英国 论文 代 写 推荐:残疾学生教育

I currently have in-depth knowledge about the issues faced by disabled adolescents in the school setting but I lack understanding about the key role I can play as a secondary teacher. As per my research, there are not sufficient services available for matching the educational requirements of disabled students. In the early period of education, I appropriately acknowledge the requirement of combining specific services. In the school settings, physical accessibility of disabled students ends up limiting their choice (Beckett, 2009). This is further triggered by selected schools and the provided additional service for the complete accessibility of the curriculum.

英国 论文 代 写 推荐:残疾学生教育
There is provision of minimum options as well across isolated, regional and rural areas. As I was extensively researching on the research topic, I realized that the notion of inclusion was specifically used by maximum researchers. The notion of inclusion further forced me to dig deeper in the issues faced by disabled students in secondary school. I was able to understand the inclusion focuses on the complete removal of distinction between regular and special education. I was then able to understand the value of providing adequate education for each and every student irrespective of their abilities or disabilities (Beavis, 2011).