This sociology report investigates the barriers hindering inclusive education for children with intellectual disabilities, drawing from media coverage and academic literature. The report explores various challenges, including lack of flexible options, inadequate funding, and insufficient teacher training, impacting children's access to mainstream education and their overall development. It examines the diagnosis and treatment of intellectual disabilities, emphasizing the importance of early intervention and support from family health nurses and therapists. The author reflects on the need for differentiated instruction, teacher collaboration, and governmental support to create a more inclusive and equitable learning environment. The report highlights the importance of addressing the individual needs of disabled students to foster their self-esteem, enhance their thinking skills, and promote their overall well-being. The student also reflects on the challenges faced during the research process, including the need for improved communication and collaboration among educators and healthcare professionals.
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