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Responsibility of the Tutors and Students in Baltimore

The issue of inclusion presents numerous challenges to stakeholders involved in the process. Concerns such as teacher training, curriculum changes, parental role and effective administration of inclusion need to be examined and the most feasible approaches taken. Experts have suggested a number of remedies that can ensure that special needs children can fit well into the integrated environment. Some of these suggestions affect the category of mainstream baltimore tutors and special teachers. Team formation between the two types of teachers has been suggested as an alternative towards making inclusion successful. Additionally, others have asserted that special needs teachers need to look at a special needs child’s individual problem; these problems may include anxieties or use of wrong strategies in the past. Alternatively, it is possible for special needs teachers to collaborate with mainstream teachers in the preparation process of working with a special needs child and seek the best solution towards dealing with these children.

All the latter issues have been considered and baltimore tutoring in inclusive schools. It is therefore appropriate to examine all the available approaches and ascertain whether they are working currently. By conducting research in this field, it is possible to asses which models of implementation are appropriate and what factors affect the implementation of these models. By examining the issue of cooperation between special needs teachers and regular teachers, it will be possible to bring out some of the impediments to inclusion. Matters such as having a positive attitude towards working with special needs children, being ready for such a concept, getting support from the overall school management and comprehensive description of problems facing the inclusive program can go a long way in ascertaining that inclusion thrives in mainstream schools.

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