DIFFERENTIATION IN TEACHING FOR INCLUSIVE EDUCATION
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Often during the teaching-educational work with students, we hear from teachers concerns about the difficulties they encounter with special students, to the excellent results achieved by another part of students, we hear problems about the need to organize differentiated teaching with the students. By differentiated teaching with the students, we mean the organization of the lesson, according to the learning levels, opportunities and abilities of the students to understand, interpret and transmit the acquired knowledge. This is in terms of both their external appearance and their thinking, und...
Often during the teaching-educational work with students, we hear from teachers concerns about the difficulties they encounter with special students, to the excellent results achieved by another part of students, we hear problems about the need to organize differentiated teaching with the students. By differentiated teaching with the students, we mean the organization of the lesson, according to the learning levels, opportunities and abilities of the students to understand, interpret and transmit the acquired knowledge. This is in terms of both their external appearance and their thinking, understanding, acting skills, etc. The teacher and perhaps to a lesser extent the pedagogue try to adapt the planning and development of their work, according to the qualities and abilities of the students. Implementing productive strategies (forms, methods, techniques) enables multiple alternatives in the learning process. This makes the student develop organizational and management skills, and communication skills promote diversity in student learning and creative and independent skills.
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