The support of a pair works perfectly in those cases, it encourages them to work and gives them emotional backing🌷

Different types of disabilities have different symptoms in the social environment. In some cases, we prepare (or keep) students with severe disabilities in integrated classes in mainstream schools. This considers the "ability to control the social environment" that children with disabilities may face. In addition, there may be more challenges that must be overcome by mainstream teachers, both reactions from other students and based on the teacher's limited knowledge that causes concern. Providing an integrated class or "class corner" will help to slowly introduce the environment to students with disabilities and provide education to teachers and students that students with disabilities are present in their midst.

In activities that do not require higher demands or do not have an excessive impact on various parties (teachers and students), students with disabilities can be fully involved with supervision or without supervision (considering their disability conditions). Even other students are happy to become teacher assistants to help their friends with disabilities. For other teachers, we often inform and discuss the positive developments of children with disabilities and their friends as a way to advocate for students with disabilities and how to deal with them in the simplest way possible. With this information, teachers can determine the teaching methods that can be used by considering their diverse students. Please explore universal design learning.

Notes, we do it in an Asian environment, especially Indonesia with the Javanese tribe which is also thick with our respective religions. We have a philosophy of life "gotong royong" which is passed down from generation to generation, as interpreted that one another must help each other without expecting anything in return.