The abilitiy of teachers to the differentiation of students with special needs

Integration and inclusion are the processes of integration of pupils with special needs into regular groups of nurseries or schools. It makes it possible to include in educational institutions all students with their individual characteristics, peculiarities, interests. According to the different abilities, capabilities, interests the teacher individualizes learning process. Special treatment in the classroom require students with disabilities who are included in the education program with additional professional help. Their specificity and deficits require additional adjustments, such as personalized treatment for new learning materials, adapted training materials and adapted learning materials, adjustments in method and scope of knowledge assessment, homework. However, it is necessary to consider the conditions which pupils have in an inclusive school. The teachers often find themselves in need because they do not know the students' special needs, their abilities and consequently, can not provide the conditions for the successful work of these students. The purpose of the empirical research was to determine the ability of teachers to implement differentiation and individualization of pupils with special needs. For the purposes of research, we designed a questionnaire for teachers. The study used quantitative methodology. Statistical processing was done with the SPSS program. The research sample consisted of 70 teachers from primary schools. Data were collected through a survey questionnaire. Survey results indicate that teachers usually adjust time, assessment of knowledge and revision to learners with special needs. In this study we also found that the majority of teachers are willing to further professional education in the field of knowledge of the characteristics of students with special needs and adapt teaching students with special needs