Abstract

This study was undertaken to gain insight on how interaction with abled students can make
disabled students feel more motivated and willing to succeed especially in their skills that they
are able to. Teachers of primary, elementary, high school and university were questioned and
interviewed regarding the topic.

A mixed method (quantitate and qualitative) is used during the research period for this thesis.
A number of 40 teachers of English were asked on this topic, 6 university teachers were
interviewed on matters of changes needed in regular classrooms in terms of time , curriculum
,tools or if any assistant teacher is needed in a class with disabled students. The results were
analyzed and discussed in the light of two major theories: inclusion of this students in regular
classrooms or teaching them separately in specialized classrooms.

The outcome of the research led to the conclusion that students with disability can only develop
their abilities further and grow mentally healthy only if they are in everyday interaction with
abled peers. The results of this thesis could contribute to further studies for better
accommodation to adopt disabled students’ needs.

Key words:

Dyslexia , dysgraphia ,non-verbal learning disabilities