ABSTRACT
In the early days of ‘integration’ teachers often expressed grave doubts about the feasibility of placing students with disabilities in regular classrooms, particularly in relation to their own ability to meet the needs of these students. It was found that teachers’ doubts and negative attitudes could be attributed in part to their lack of knowledge about disabilities and lack of previous experience in working with these children (Weisel and Tur-Kaspa 2002). The trend towards inclusion has made it essential now for all teachers to have at least a working knowledge of the effects a disability can have on a student’s development, learning and social adjustment. Teachers also need to be aware of any priorities that need to be observed when working with these children and helping them participate in the mainstream curriculum.
