According to the theme discussed in partnership with the Finnish teachers in our conference on special needs, teacher’s preparation should provide means to recognize the student’s needs and difficulties. Through the observation, family participation, direct contact with the student and centered approaches to the needs of each student are strategies to be designed.

Our reality in Brasil is affected with many cases of negligence to treat the ones with special needs, that is the case where the teacher, the subject teacher we mean, take ahead the situation and trying his best. Some features are in the teachers’ field to deal to some student with special needs. Firstly, we must to be awake of the existence of them and difficulties they have, it is not hard to some students being left aside just because their impairment to the class routines. Grouping all student as one same body it not the way.

One thing that was strange at first, but in a good mean, was  the fact the Finnish school system conside all students eligible to make part of the main stream education. It is maybe the master pillar of system in treating the theme of special needs, no one should the put apart, at least the ones without severe disabilities, who requires strong structures in facilities. Alright, we should copy.

Being evolved in the our educational environment represents many challenges to the teachers, if you think in problems to teach “normal” students, image to deal with the special ones. As proposed in our discussion and with common agreement, our system does not give proper attention to the students with special needs, thus is up to the teachers load the job in giving assistance as much as possible.

In very many cases, as our experience could say, the ones who is probably suffering most by the tact of being in some way different from the rest, sometimes, just to be euphemic, are the segregated from teamwork, from informal talking with colleagues and many social behaverings. Consequently, the teacher could put dead end and minimized the social impairment incentivizing teamwork and being flexible to a wider channels of expressing their thoughts like: drawing, painting, writing, orally, playing, any model of expression that could elicitate feedback. It could rise the motivational level, commitment and self-confidence as intended goals. Thus the “normal” ones and ones with special needs could be involved in dynamics cooperative working, fall walls between students. Further, came simple steps that could make difference, improve our empathy and lead our doing to be more humanistic.

In the process of teaching we can not see the human being as individuals with no singularities, no differents interests  and no variation in the way of learning, keeping it in mind comes the individualisation of process of teaching and learning, specially dealing with the special ones. Just to variety the tasks, try new things, testing, sees whats works better, sees what standardization come to be individualization. Of course, being the teacher is not just lecturing, here we should take advantages to methods and approaches which deals with students-centered standard, try to reach the bottom of “the cone of learning”  (Magrino, 2010), give special support and personal study-plan.   

We consider the above thoughts as near, touchable, hopely our doing arise others tools and procedures concerning to this so long black spot.    

During our studies we could summarize and  learning different forms of approach to be able to support students with special needs. We can mention:

• Shorten homework assignments
• Allow extra time for testing
• Allow students to do some work orally, painting, playing, drawing, etc.
• Oral setting of assignments and tests
• Speak clearly and use short sentences
• Encouragement
• Being supportive, make they feel important
• Give more attention
• Show his/hers achievements as form of motivation  
• Flexibility in approaching the to content
• Improve his/hers already skills
• Try to variety the taks
• Promote group work 

fonts:

http://thewriteway.com/2010/05/we-learn-90-percent-of-what-we-say-and-do/  

CARCARÁS GROUP MEMBERS:
Aline Ramos
Daniel Silva
Hermano Nunes
Izabelly Dutra
Odair José