learning difficulty

Even though this could be an issue for debate, it can surely not be denied that the teacher definitely has a significant role to play in whatever children learn at school. And a teacher would always like the children to be able to learn various skills and perform well. But another aspect in the process of teaching-learning is how much co-operation the child gets from his or her socio-cultural context, the environment at home, his or her upbringing, the parents’ co-operation and discussions with friends.

Ever since Kate Currawalla learnt that her two sons were dyslexic she wanted to do something to help children with learning disabilities. In 1996 she founded the Maharashtra Dyslexia Association, of which she is also the President, with the aim of promoting the rights of children with learning disabilities. The Association trains teachers in administering a multisensory, structured language programme to a child with problems in the area of language development.

Can teachers and parents control and ensure complete inclusion in schools? Are we an inclusion-ready society? What is better - inclusive schools leading to exclusion or special schools being exclusive? Here are two true stories that make you think of the nuances children with special needs go through when put in inclusive settings. Who decides whether these CWSN should be in inclusive classrooms or special schools?

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