Supporting Exceptional Students in an Inclusive Class

Being a teacher is truly a challenge.&nbsp. To help a young learner reach his potentials and make something out of it is the fulfillment one derives from such hard work.&nbsp. Such a challenge and feeling of fulfillment are felt more when a teacher is tasked with helping students in an inclusive classroom.

It also touches on specific legislation that supports children with special needs as well as support from the family, the school, and special devices that can help exceptional children cope better in an inclusive environment.

It would be fitting to begin the discussion with a definition of terms that may be confusing to a reader who is not familiar with special education concepts since some terms may be easily misinterpreted. A disorder is a general disturbance in mental, physical, or psychological functioning (Hardman, Clifford &amp. Egan, 2008). More specifically, “LD is more than a difference or difficulty with learning — it is a neurological disorder that affects the brain’s ability to receive, process, store, and respond to information” (The National Center for Learning Disabilities, 2010). Disability is more specific than a disorder and results from a loss of physical functioning (such as a loss of sight, hearing, or mobility) or from difficulty in learning and social adjustment that significantly interferes with typical growth and development. A handicap is a limitation imposed on the individual by the demands in the environment and is related to the individual ability (Hardman, Clifford and Egan, 2008).

Exceptional Students may fall under two general categories. One is the category of Giftedness while the other category is of Learning Disabilities. The definition of giftedness in the Marland report was stated as: "Gifted and talented are those … with demonstrated achievement and/or potential ability in … (a) general intellectual ability, (b) specific academic aptitude, (c) creative or productive thinking, (d) leadership ability, (e) visual and performing arts, and (f) psychomotor ability." (Cooper, 1995).&nbsp.