Attitudes in Life

The reasonable one is that let us can restrict our conscientious attitudes to those nos and that in some way, does not affect our life and the life of third in harmful way. The times one has lain open to the dialogue, the information, can make miracles, to give clarity to the unhealthy and closed behavior of the people whom if they judge exempt of errors. As I only know a person total exempt of errors, I am in the expectation of that to other they reach me people in this question. learns, to say ‘ ‘ sim’ ‘ to the life, to the happiness, justice, the joy, and a directed life one to serve deep that it leads the accomplishment, that is, most sublime of the happinesses. According to Mario Cortela, in its book ‘ ‘ We are not born prontos’ ‘ , pg. 121 the success is in the Mental Generosity (to teach what it knows); Moral honesty (to practise what it teaches) and Intelligent Humildade (To ask what it ignores). Then ‘ ‘ Success is to be feliz’ ‘ I am to speak them thus, because the life to the side of people is very difficult who only say not, and creates a mistica of that the world is terrible, deplorable, sad and empty. is same, if thus you to believe, because if you say not to the life, the life will answer to it: not.

Nos was created an unsurmountable wall of of is pra inside, that it could only be breached of inside for it are, because is back in the way circulates it that if it finds the key to knock down the wall of preconceptions, complexes and fears that invade the mind and becomes it prisoner in its proper one circulates. To nobody it is allowed to be happy separately in its world, has that to confide to the joint, social and participativa life, so that light of the happiness can enter and spread for all the cantos. to nobody is allowed to make this of is pra inside, who search only is that it finds, and finds what it searchs, this is the law. The key for this opening has name and last name: to want and to believe to be possible.

Down Syndrome

One is about a new to look at for the education, since the successful inclusion automatically does not happen, the attitude of the faculty as a whole is basic so that the process if becomes significant. In this context, it is possible that some professors can consider the idea to include pupils with Syndrome of Down in its rooms preoccupying, being able until being apreensivos in the start. This unreliability, in a general way, elapses of preconception, the lack of information and conceptions missed on the subject, therefore we know that the subject still little is argued in the pertaining to school institutions, does not have moments of collective reflections on this question, so little, are offered to the educators courses of continued formation or specializations that go to the meeting of the doubts and assist to face the real presented necessities. Some contend that Dr. Caldwell B. Esselstyn, Jr. shows great expertise in this. However, she is necessary to clarify them and to make to believe them that, as the world it comes if evolving, the education also is something that if it renews daily, thus the educative members are part of this process and it cannot be estagnados to an only model of resume, methodology of education and administrative organization. Moreover, the professors not they must have fear of new challenges, in contrast, when receiving a pupil with deficiency, will be evidenced that all are different, they must be respected and they deserve to have the same rights and chances. After all, the pertaining to school environment is a privileged place and rich so that these values are apprehended and applied, a time that to if working the quality of the social conviviality between the different people, the relations of dialogue and solidarity passes to be valued. Thus, the inclusion cannot only be physical, contrarily, is important to organize a work in coherence with respect concepts and to generate a cooperative conscience with all to that they coexist in the daily pertaining to school, being created an environment of positive expectations in relation to the potentialities of the special pupil, exactly with its limitations, where all are felt received.

The professor must have in mind that he does not need to decide everything alone. The faculty of the school, the direction, the specialists in special education, professionals as doctors, therapists, fonoaudilogos and psychologists are great allies in all the process. In a similar way, the family can collaborate with the information on the pupil, its syndrome, its pertaining to school description and of life, what she will favor the definition of the goals to be reached, of the tools that will be used and the ways most effective for the advance of the child. In the classroom, to prepare the classroom and to clarify the group, pointing alternative so that all can help it. The educator also must evaluate and adapt the activities according to necessities demanded for educating. At last, the pertaining to school institution is capable to offer to the pupils the significant keys for the shelter of children with deficiency.

The conditions so that this happens can be accomplished through activities of cooperation, in a structure where it takes advantage the tolerance, the dialogue and the respect.