ENROLLING A CHILD WITH DISABILITIES IN A REGULAR ELEMENTARY SCHOOL

Abstract

This article is about how a child with developmental disabilities was enrolled in a regular elementary school in times when this issue was not regulated by law. In its first part, the author talks about various difficulties, dilemmas and shortcomings faced, but also about ways of overcoming them. He especially points out to flexible enrollment procedures and to preparation of schools for inclusion. The inclusive school requires changes in its entire organization. The author points to impact these changes can have on human feelings. He suggests to the schools considering becoming inclusive to allocate time for teachers to go through various phases of emotional adjustments to these changes. In the second part, the author states that, now that this issue has been regulated by law, inclusive schools regularly enroll children with difficulties in standard elementary school programs. He then presents modern understandings of various ways and forms of teaching children with disabilities. He details models of inclusion, suggests pedagogical observation of children, etc.