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Support learning Activities

Support learning Activities


The school system and its actors are quick to declare "exceptional" student whose pace and learning styles are not "standards" or that stumbles on a point or a field at some point in his career. We must instead reaffirm that the difficulty is a normal part of learning that, in many cases, requires above all that the teachers identify, accept, understand, and be attentive to the student for him allow turning to understand this problem and overcome it without feeling that he is a "case" (Ghaye Tony 2011, p.220).

In the past, students with exceptionalities were often segregate from the regular classroom. Mainstreaming began the process of integrating them with nondisabled students, and inclusion takes the process further by creating a web of services. Inclusion is most effective when regular education and special education teachers closely collaborate on instructional adaptations for learners with exceptionalities (Brown Douglas 2007, p.100).

In learning activities, the student becomes the main actor, his role is an addition to receive information, but also to use the material learned to solve problems, or even to do the exercises. Learning activities include exercises that the student completes one or team, readings, research projects, educational games, the class presentations, etc. So he/she can promote student motivation, learning activities, however, it is fulfilled either separately or in groups, must meet several criteria.

Representation that teachers have of students' motivation thus falls rather low in terms of symptoms of de-motivation, identified as:

•Lack of participation

•Lack of work



The interaction between parents and school professionals is often a source of irritation and frustration. However, with recent legislation, all agree that children with disabilities must achieve academically, and develop social and vocational skills that will lead them to a successful adulthood. The continuation reflects to be many misconceptions about learning disabilities (LD), as many solutions researched to best deal with children who struggle with this problem. There are many decisions to be made about post-secondary options, as well as employment and independent living for individuals with learning disabilities. All individuals who work with the students need to be involved in every aspect of planning. The planning for transition to post-secondary education with learning disabilities is critical because it involves many people and activities. Important partners in this process are parents. Parent involvement in transition planning has been cited as a best practice in transition planning. When parents are actively involved in the transition process, they can assist in making appropriate decisions for their child. Parents are able to provide a deeper element of understanding to complement the overall outlook regarding the type of post-secondary transition planning and services the student might need (Sternberg, 2007).


Contribution to Planning Learning Activities

For early childhood and school-age care practitioner's skills, abilities and knowledge considered to be serious (MNCPD, 2010). Tools which plan to evaluate the special development of any practitioner should be based on the following areas.

1. Infant Development and Growth: Learner's evaluation should be based on the knowledge of how ...
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