The standard view of this forum does not always work well with assistive technology. We also provide a simpler view, which still contains all features. Switch to simple view.
Your user profile image

Farrah Ceballo Post 1

• 26 April 2021, 5:53 AM

Activity 1.4 Developing positive attitudes

The attitudes that Daniel refers to comes from both a lack of knowledge and unprofessional teaching practices. You cannot identify an issue or problem, if you have no clue of what it is.

Positive attitudes should come from all stakeholders, both parents and teachers. Teachers can only do so much but parents need to understand how vital their role in their child’s life. As Daniel would have stated, children belong to their parents and the parents have the final say on what is best for their child. Hence, a parent has to show that positive attitude and involvement.


Your user profile image

Kamaldaye Ramkissoon-Daniel Post 2 in reply to 1

• 26 April 2021, 3:00 PM

Developing Positive Attitudes

A lack of knowledge and societal norms, beliefs and customs have all led to a negative attitude towards students with disabilities.  Children with special needs are described as being "handicapped."  They are described as different and inferior to 'regular' children.  

A whole school approach to changing concepts of diversity is much needed for inclusion and positive attitudes to be developed. Professional development, outreach programs are needed to educate all stakeholders in creating a positive environment for our diverse learners.  When principals and teachers model positive behaviours towards diversity, it filters to students and other stakeholders and therefore create a school environment that will embrace diversity.

Regards

Kamaldaye

Your user profile image

Sharlene Deoki Post 3 in reply to 2

• 26 April 2021, 3:16 PM

Attitudes and behaviours as expounded on by Daniel stem from cultural beliefs coupled with misinformation and a gross lack of education.  These attitudes and beliefs can be challenged by intensive drives geared towards educating the public about disabilities and the supports available. Schools are central to this process as they are the ones that lobby for support for teachers and students and relevant infrastructure, partner with the community, teach respect for diversity and use participatory methods of teaching as well access resources across ministries.