THE ROLE OF THE SPECIAL TEACHER IN THE PROCESS OF INCLUSION IN THE REGULAR PRIMARY SCHOOLS

Abstract

The responsibilities and obligations of the special educators and the professional team that have to perform the process of inclusion is of a great im­portance, due to the fact that the education of chil­dren with special education needs is a serious issue which requires comprahensive approach, constant professional assistance, team work, contionuous in-service team training, as well as teacher and special educator training. Special educators should be trained for working in the regular schools. The training has to be carried out through direct sup­port in practice, workshops and seminars, ex­change of attitudes and development of further strategies for improvement of the process of inclu­sion.

The special teacher, while teaching children with special education needs, has to realize a lot of ac­tivities such as: students’ preparation, assessment of the psychomotor development, evaluation of the students’ achieved results, adaptation of the cur­ricula, individual work, assistance to the main­stream teachers etc. Thus, the cooperation between the professional team and the parents is very im­portant in the process of inclusion.