THE SUPPORT TEACHER'S ROLE IN THE INTEGRATION OF STUDENTS WITH SPECIAL NEEDS

The inclusive education paradigm was launched in the 1990s to overcome the integrated education approach (dominating the world over the period 1970-1990) which proved to be narrow and insufficient to ensure the right to education for all children and men. The children's consciousness from the earliest age must be formed and developed by teaching the children that receiving "different" children together with all others should be done not for their sake in the first place and not for mercy for them but for the right of every individual - to participate in joint actions for its further development, in order to contribute to the development of the community in which it lives. Applying more structured and accessible working methods to all partners in education (teachers, parents, pupils) can favor the integration of pupils with special educational needs in ordinary education. By building a customized portfolio, each acquisition can be capitalized, identifying the needs and steps needed for real integration. Through this research, we wanted to identify the teachers' opinions on the specifics of the current working methods / working tools with pupils with special educational needs; identifying a useful working tool in the integrated education of pupils with special educational needs; determining the school results obtained by applying the portfolio of the integrated student with the clear intention of highlighting its effectiveness; identifying the opinion of parents of pupils with special educational needs on how to work with them. (c) 2018 Published by Future Academy www.FutureAcademy.org.UK