Activating methods in an inclusion classroom

Abstract

Activating methods used in the work of teachers significantly help the social inclusion
of children (integration of children with disabilities into a classroom). Teachers’ own experiences
and research show that children (when equipped with adapted methods) naturally
integrate with one another. This proves why inclusion classes are greatly needed in general
education schools, where children without disabilities notice that some peers beside require
more assistance than they do. In this way, children are taught empathy and understanding.
Adults learn that, too. Teachers’ work becomes more effective when they use creative thinking
techniques. The aim of this paper is to find justification for the formation of inclusion
classrooms in general education schools and the use of activating methods in the opinions of
teachers and parents at one of the schools within Grodzisk Mazowiecki County.