Erroneamente already was thought that to include it would be to receive a pupil carrying from some deficiency and to have on it the same to look in relation to excessively, in way to offer the same treatment to the child in the attempt to become it equal the remain of the group. Today we understand that the inclusion is accurately the opposite, the pupil is different and all its colleagues also are. Please visit here if you seek more information. After all, we are born, we grow and we live in varied sociocultural contexts, with experiences of singular life. Thus, to prepare itself to receive a child with syndrome from down or any another deficiency implies for the professor a reflection in the way as if it teaches. One is about a chance to revise definitive concepts, to face new situations and to search different possibilities.
But, in practical this type of situation he can be folloied by feelings of unreliability and fear, since the educator has conscience of the role that he plays at this so important moment and is it who will develop the actions most direct in the process of the inclusion, such as to deal with the expectations and possible frustrations of the familiar ones of the pupil with special necessity, the limitations of the proper carrier and even though to deal with attitudes of preconception on the part of the parents and the other students. In this context, it has of if understanding that the administrative organization of the school, the resume, the education methodologies, the resources and materials also are determinative for the shelter of the pupil with deficiency. As well as, the professor must have in mind that he does not need to know everything and to decide everything alone, in contrast, the parents, the faculty of the school, the direction, the specialist in special education, the doctors, therapists, fonoaudilogos, psychologists, at last, these different professionals is great allies in all the process. Therefore, to look orientation, to clarify the doubts, to receive information more specific, to know experiences in colloquies with other teachers are one of the forms to surpass the unreliability and to get success. The schedule of collective pedagogical work (HTPC) it can be a good moment for this exchange, situation where all can learn and argue on the subject. In a similar way, to receive an evaluation filled for the family on the pupil, with clarifications on its syndrome, its pertaining to school description and of life, the medical findings carried through by folloies who it, is ways that favor the definition of the goals to be reached, of the tools that will be used and the ways most effective for the advance of the child. To create an environment of positive expectations in relation to the potentialities of the pupil, exactly with its limitations, also is of extreme importance. In the classroom, to clarify the group, before its arrival, regarding its deficiency, as all can help it, to organize a work in coherence with respect concepts and solidarity. In relation to the parents of the pupils, to promote meeting and lectures in the attempt to generate a cooperative conscience and of respect to all to that they coexist in the daily one pertaining to school. In the reality it or with some deficiency, of arms and heart does not exist form better to receive a pupil, either common opened, with love and respect, believing it without fear and appreciating the child beyond the eventual difficulties that it can present.