To browse Academia. This paper deals with inclusive teaching to the children with problems in intellectual development and sand-blind children. In the Republic of Serbia children with special needs are included in regular classrooms in the Primary schools and that is called inclusive teaching. Inclusive teaching strategies are of great importance in order to help children with special needs to attend classes with the children of the same age. Their difficulties in the learning process require special developed curriculum custom to them. In teaching physics the use of simple experiments could be of great help. It is very important to choose adequate simple experiments so child can Asm Custom Clay Poker Chips included in its conduction, despite of his or her problem. It is necessary to create a friendly atmosphere in the classroom. When sand-blinded child is included September Work with the pupils who have special needs is a work that requires special engagement and skills of those who perform it. Work with the gifted children requires outstanding knowledge of a teacher and above all the teachers should be very well informed on the subject they teach, Physics in our case. This work also requires great pedagogical and psychological skills so that these talented pupils would be approached in a suitable way. International Journal of Disability, Development and Education, In this theoretical study, we combined Asm Custom Clay Poker Chips approaches regarding the education of teachers in the field of teaching pupils with special needs with focus on teaching natural science topics, in Slovenia and in the Part of Northern Cyprus, respectively. We analysed syllabuses for different study programmes for teachers in primary schools in selected faculties in Slovenia. We focused on the specific content in those subjects, which are developing competences of students to be able to teach natural science topics, in particular physics topics, in primary schools in the adequate way, so the pupils with special needs can achieve the same goals as the other pupils. In addition, we included some accents regarding the children with special needs from approach to this topic at Near East University. We find out that the integrated content in the study programmes for the requirements of the inclusion of pupils with special needs in primary school is not sufficient or the inclusion in primary schools is planned too broad, if we take into account the current state of knowledge of the students in this specific field. Despite the effort to provide equal scenarios and a higher inclusion for students with mild disabilities, few experimental activities intended to improve their science performance were reported during the last decades. The workshop was specifically designed considering contents included in the curriculum design of different schools with special modality. The constructivism strategy proposed in this workshop enhances the inclusion of children and adolescents with mild disabilities in the scientific area. The idea of educational inclusion transcends the concept of integration-physical inclusion and implies the use of the same scenarios for everybody. The workshop showed that students participated in the different activities observing, reproducing, and understating phenomena of daily life. CwVI are easy to include in the teaching learning activities occurring in a regular classroom, as most of the activities have auditory dominance. However, when students are taken to science laboratory for practical or demonstration work, CwVI rarely gets the equal opportunity. The limitation of visual perception experienced by CwVI makes them vulnerable for inclusion in sight based activities such as those performed in the science laboratory. The common experiments children perform in the science laboratory include mixing two or more substances to produce another substance with different properties, verifying the existing laws such as laws of reflection etc. Excluding CwVI from activities of science laboratory not only limits their learning experience but also hamper their sense of belonging. The Asm Custom Clay Poker Chips paper focuses on raising and finding answers to questions pertaining to including CwVI in science experiments, the precautions to be adopted, the procedure to be followed and how to ensure the safety and security of all including CwVI in the presence of acids, breakable objects like glass beaker, test-tubes and other material which may pose threat to safety in the absence of sight. This work, issued from an ongoing collaboration between the researchers in Physics education of the Universities of Udine and Modena-Reggio Emilia, focuses on an educational and training process which allows to bridge experimental work and formal thinking, thus providing professionalizing bases to teachers to-be. This process was performed within the course in "Design of Educational Experiments" which is a part of the degree course in Primary Education, placing the student-teachers in a critical position by proposing project activities which implied reflection not only on the operational elements of the organization of simple experimental activities for children, but also-and mainly-on the role of such activities in science education. The students were asked to illustrate the models underlying specific sets of experimental activities and to discuss their reflections upon these models. For the design and reflection phases the students could benefit from the opportunity to design activities using specific materials, as well as sufficient time for discussion through a web-based environment supplying web-forums and a cooperative writing tool. Single-subject research is a rigorous, scientific methodology used in clinical activity and in special education. Our article show that Asm Custom Clay Poker Chips specific study and practice offer a useful methodology in the benefit of children with disabilities and their families. We started from our desire to see the extent to which a disabled child can be helped in learning, when she was receiving a support teacher and the importance of knowing strategies to approach a child with some disability, by the class teacher, in order to provide truly equal opportunities to education. The experiment is a clear indication that when instruction is in accordance with educational requirements of children, the results of work can be surprising. The paper mentions the possibilities of using modern interactive methods with supplementary teaching aid in a form of multimedia DVD in teaching the topic — nuclear physics at lower secondary schools in Slovakia. The main part of the paper is a pedagogical research aimed at practical verification of the use effectiveness of multimedia DVD from nuclear physics in real lower secondary school conditions. It is supposed, following a basic pilot research, that the multimedia DVD increases the effectiveness of the teaching process concerning the topic of nuclear physics in the subject Physics in the 9th grade of lower secondary school. Experiments perform a number of functions in physics teaching-from a fun add-on of a very formal learning style to the cornerstone of a teaching method. A method of acquiring physical knowledge by using experiments, problem solving, tasks, etc. Students are guided to analyse and solve scientific issues whereby they discover inquire new physical principles. The experiments are the main part of the work with the teachers, both in the long-term activities organized for the new participants of the Heureka project, and also in the workshops of the regional centres for physics teachers organized by Elixir to Schools.
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