Abstract:
Some children with special educational needs, if helped, can make progress, even if reduced, and if they are accepted by the teacher and the class they belong to, they will strive harder to meet the requirements of the school curriculum and to overcome these difficulties. The approach of the child with special educational needs is a problem that is amplified and perpetuated, and the variety of these difficulties in terms of type, degree and particularities of manifestation from one child to another does not allow a general, exhaustive approach to the phenomenon. A first step in addressing inclusive education is adapting the curriculum.
