The present essay "Ways for Integrating the Children with Disabilities in the Schoool Life" points out since the beginning the fact that the rights of all children must be respected, no matter what the race they have, or colour, sex, spoken language, religion and any other situation.
In the present it is considered that the best solution for these children with disabilities would be their integration in the normal schools, but their education must be made taking into account their characteristic features. There are presented also the normal conditions of life for all the categories of persons and to what they are referring to.
The normalization principle that completes the idea of integrating these children means taking into account not just the way in which the person with a handi
cap adapts at the demands of the social life, but in the same time the way in which the society understands to comply with the needs and possibilities of these persons. Here, there are discussed four functional levels of normalization: the physical normalization, the functional normalization, the social normalization and the society one. By normalization, these persons with disabilities become normal ones; the normalization means making possible that any person with special needs to develop and practice a style of life closer to the normality parameters. The idea is that these persons with disabilities must be helped by the society in order to live a satisfactory life, in the conditions in which also the society is preoccupied to offer opportunities for demonstrating and improving their skills.
It is also emphasizes the importance of making the integration of these children with disabilities by accomplishing the process of understanding of their mates in schools regarding their deficiencies. The children can be mean or nice with the other children that are different, and they react in some different ways when they do not understand some things. The idea is that the children with disabilities should learn together with the other children, not to be separated from them. The positive attitude of the teacher, mates, and especially of the family concerning these children with disabilities represents their success in school and in life. There are presented some rules that must be taken into account by the teacher, because they contribute in some way at the training and education of these children.
The Knowledge of the psycho- physiological particularities of the children with disabilities and also the establishment of the various types of diagnosis have, as a strong base, a series of scientific methods that are mentioned in the present work as observation, talking, analysis of the activity products. The use of the presented methods leads to the increase of pupils’ motivation for the learning activity, the positive attitude towards the teaching staff, good relationships with the colleagues, and so on. For each moment or stage of the lesson there can be used methods or work techniques included in a strategy appropriate for the subject matters, content, age and performance.
It is obvious that there are no methods that can respond in totality to the needs of the children with disabilities integrated in the general education but, taking into account all that has been mentioned in this work, we would be able to solve many problems of these children.
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The present essay "Ways for Integrating the Children with Disabilities in the Schoool Life" points out since the beginning the fact that the rights of all children must be respected, no matter what the race they have, or colour, sex, spoken language, religion and any other situation.