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With our vocational training, you can learn a technical or commercial profession, as well as a foreign language profession.
How does CDS make people get better at life?
School is where learning, creativity, and social interaction thrives. No matter the age of the student, a classroom should always feel like a comfortable place to learn and grow among peers.
Unfortunately, that is not the case for everyone. Without proper resources, students with disabilities are often at a disadvantage in the classroom. Whether feeling overwhelmed, overstimulated, or just completely lost, students’ needs are not always accommodated, making it difficult for them to coexist with their classmates.
Teachers have the important, and oftentimes challenging, job of managing a classroom full of students. Most school activities and lesson plans are not catered to everyone’s individual needs, making it challenging for students with disabilities to feel included. Teachers may not always be equipped with the tools or knowledge to appropriately interact with their students with disabilities—especially when a problem arises.
Every student with a disability has different hurdles they must overcome on a daily basis. It’s important to remember that the following solutions may not apply to every individual, but are simply suggestions to get started on managing potential issues that may occur in the classroom.
When a classroom is inaccessible to students with special needs, it hinders their ability to learn alongside their classmates. Whether it be physical barriers or a lack of resources, many classrooms do not provide the proper accommodations for all students, it is to this cause that we partner with various centers to provide exaclty what is needed to students with disability, your responsibility as an administrator is to procure these tools and ensure optimum result for your center.
The Orientation Portal is now live for administrators on MS Teams!
Sign up for an admin account and log in to join the video conference for your orientation session.
