The Role and Station of the Teacher in Formation of the Social Skills in Disabled Students in an inclusive Education Program

Abstract

An inclusive educational program must include some planning for social embracement for students with special needs to be more effective. This is usually done by teachers. Therefore, the main goal of this study is to find out about the role and station of teacher in forming the social skills of the students with special needs and disabilities in an inclusive education system. This is a descriptive-analytical study which falls under the descriptive research category. In this work, a collection of theories and perspectives by specialists in the field of disabled children education was analyzed. The findings show that the teacher has an important role in enhancing the social skills of students with disabilities. It is on this basis that the teacher can take advantage of various techniques and approaches such as collective learning and same-age teaching that he makes some efforts in teaching some social skills to students with disability so they can fulfill their educational, financial and especially social goals. Expansion of social skills in disabled students can significantly increase their ability in getting along with others and conducting appropriate socially acceptable behaviors, their popularity among their peers, teachers, parents and other adults and independence in their personal life.

Keywords: Inclusive  Education , Social Skills, Disabled Students