Few issues are extra rewarding than reaching achievement with a specific-requires student. Evidence on teaching practice and pedagogy in unique and mainstream education suggests that the teaching approaches made use of in mainstream education can be adapted to help students who have been identified as obtaining particular educational requirements (Florian, 2008). It is generally argued that a lack of expertise on the element of classroom teachers, attributed to a lack of training, is one of the most important barriers to inclusion (Florian, 2008).
As a special education teacher I feel that there will often be a want for specific teachers in the education program since I believe the catalyst to creating inclusive classrooms function is for specialist teachers to co-teach alongside basic education teachers. There has been a mixed reaction to the implementation of inclusive practices in the classroom, with constructive aspects of inclusion expressed by some researchers and reservations expressed by other researchers (Horne & Timmons, 2009). In today’s society, a designated special education plan may perhaps not necessarily meet all the needs of these unique students.