Teachers always try to give their best to educate all students that have been entrusted to them!
Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties.
Understanding specific learning difficulties may not be hard but handling it is a great challenge.
So what are specific learning difficulties?
This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo.
Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style!
. & Pennington, B.F (2000). Comorbidity of reading disability and attention-deficit/hyperactivity disorder: differences by gender and subtype. Journal of Learning Disabilities , 33, 179-191. Kearney, P. M. & Pryor, J. (2004). The International Classification of Functioning, Disability and Health (ICF) and nursing. Journal of Advanced Nursing 46, 162-170. Leong, C. K. (1999). Psychological and educational aspects of SpecificLearningDifficulties. Journal of Paediatrics , 4, 151-159. Lollar, D. & Simeonsson, R. J. (2005). Diagnosis to function: Classification for children
spelling disorder: a further step for high quality standards in intervention and diagnosis. Proceedings of 5th All European Dyslexia Conference. Università degli Studi di Modena e Reggio Emilia. Modena, September 21-24, 2016 Singleton, C. (2009). Intervention for dyslexia: a review of published evidence on the impact of specialist teaching . Hull: University of Hull. Singleton, C. (1994), (ed. by). Computer and Dyslexia. Educational applications of new technology . Cottingham: JaCee Print. Stansfield, J. (2009). Using IT to support children with specificlearning
References Ackerman, P., Beier, M., & Boyle, M. (2005). Working memory and intelligence: The same or different constructs? Psychological Bulletin, 131(1), 30-60. Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park: Sage. Alloway, T. P. (2009). Cognitive training: Improvements in academic attainments. Professional Association for Teachers of Students with SpecificLearningDifficulties, 22, 57-61. Alloway, T. P. (2010). Working memory and executive function profiles of students with borderline intellectual