Abstract
To most parents, every child of their own is special. Teachers realize that while they seek to serve "normal" children, this construct only designates how "on-the-average" children grow, behave, communicate, and learn. On the basis of their work in classrooms, most teachers would agree that in actuality every child is special. None can be described as "ordinary." Thus we find that here, in Europe, and in many other parts of the world much thought is given to the accommodations in schools that would serve the individual needs of different children who gather in a single classroom.
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