Integrated means the inclusion of children with disabilities in general schools. Adaptations are made in the curriculum and the educational and physical environment. Teachers play a vital role in this.

Suggestions for modifications

1. Modification of the environment.

	Provide a flexible classroom arrangement that facilitates grouping and regrouping of students.
	Use natural settings to block off independent work areas.
	Arrange preferential seating so students receive more individual attention.
	Use elements such as music to filter out environmental distractions.
	Use learning activity centers.
	Provide peer tutoring.
	Arrange for cross-age tutoring.
	Use other ancillary personnel within the classroom.
	Use parent volunteers and professionals.
	Employ supplemental services in an adaptive education programme.

2. Modification of teaching approaches and modes of instructions

	Utilize principles of corrective teaching in the classroom.
	Match the teaching approach to the students learning style.
	Use concrete materials to facilitate learning.
	Proceed from concrete through visualization to abstract learning.
	Provide for practice and over learning to facilitate recall and recognition.
	Use a variety of compatible teaching approaches to reinforce learning and recall.
	Simplify teaching presentations.
	Present material using visual aids.
	Break lessons down into smaller units with feedback intervals.

3. Modifications of instructional materials

	Select materials appropriate for the functional and interest levels of students.
	Follow a developmental learning sequence, that is, use materials that reflect the step-by-step development of concepts.
	Provide a variety of instructional materials.

4. Modifications of student receptive modes

	Allot students more time to copy notes/assignments from visual aids or the blackboard.
	Allow students to use tape recorders if necessary.
	Assist students in taking notes.

5. Modifications of student assignments and output

	Check that assignments are within students ability to complete.
	Divide a major assignment, such as a term project, into smaller segments.
	Simplify assignments when needed.
	Pace assignments according to each students ability, that is, allow more time for completion if necessary.
	Provide visual cues to highlight the nature of an assignment, using color coding when appropriate.
	Provide structure and direct student activities to complete assignments.
	Provide intermittent feedback to assure successful completion of assignments.
	Allow students to present assignments in forms other that written.
	Allow students to demonstrate knowledge orally, that is , permit oral exams and oral presentations of assignments.

6. Modifications of behavior management approaches and intervention styles

	Provide a structure within which students can respond.
	Clarify behavior and performance expectations.
	Organize daily assignments and utilize daily schedules.
	Provide for the monitoring of behavior and performance.
	Provide immediate feedback and reinforcement modes.
	Administer individualized student contracts.
	Utilize contingency management.

Social support and interaction is necessary. The Peer group should be sensitized so that the special child gets a feeling of belonging. A lot of motivation and reinforcement is necessary. In special schools expectations slide down. Regular classroom is governed by normal class abilities and so the challenges are more. However, if a special child can't cope up with the formal education, the other skills such as vocational training, cooking etc. be considered.

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