Inclusive Studies: Strategies for Children with Special Needs

This report evaluates how comprehensive studies will be beneficiary to the children of special needs. It offers an option for children with special needs to have a normal school. Measures that should be taken, use of technology, explanation of given pedagogy, learning plan for Susan, monitoring and evaluation strategies are discussed.

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Name
Class
Subject
Date

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Contents
Introduction:....................................................................................................................................3
Overview:........................................................................................................................................4
Measures that should be taken:....................................................................................................5
Use of Technology:......................................................................................................................6
Explanation of given pedagogy:......................................................................................................7
Learning Plan for Susan:.................................................................................................................9
Monitoring and evaluation Strategies:...........................................................................................11
Summary:.......................................................................................................................................12
References......................................................................................................................................14

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Introduction:
This report will evaluate how comprehensive studies will be beneficiary to the children of special
needs. It offers an option for children with special needs to have a normal school. This arises in
reference to the specific academic curriculum with an individual education program. This
supports the notion that a particular method is more effective for children with a special ability.
This program provides a platform which is more interactive and helps them to share their
feelings with peers and others. This will lead to having more impact on future goals of such
children as they can easily connect and benefit academically from this program. To attain long-
term plan, with reference to academic and social interactions seems achievable. Parents and
teachers should all approve that schools aim at meeting the goals of students with special needs
in the most suitable setting for each student in the school which runs such a program (Rix, 2011).
The regular school setting is allowed for children with a special need at all times, in this program
like any other kid in the school. The objective of this program is to educate students in the
regular classroom while still presuming children unique needs. It will be successful if the
inclusive education program is accepted, understood and is attended, for students with
differences and diversity. This could be categorised as per social, physical, cognitive, emotional
or academically. The need of the students to learn new things or course as per their requirement
is not excluded from this program. As it is done in keeping in mind the requirement for special
training for special need kids, for example, Motor skills class or speech therapy. Ultimately the
goal of this program, i.e., the overall development of children will be an exception. (Intxausti,
Etxeberria and Bartau, 2016)

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Here they will discuss the different strategies and measures to help Susan to have normal school.
The best strategy chosen here is the Individual Learning Program as Susan is not only a child
with a special need but also has a sensitive issue (Sree Priya, 2016).
The conclusion will be added in the end to summarise the benefits of Inclusive Education for
children with special needs.
Overview:
Here they will study the case of special need child Susan (name changed) with hearing and
speech defect.
Susan is a thirteen-year-old a grade five student, who has a severe hearing loss with a little
speech defect. She needs extra help and cares to take an interest in class activities and to
complete given academic tasks. She has difficulty in understanding the concept taught in class
which leads to minimising the development of problem-solving skill. Earlier she was placed in a
specialised class for students with hearing and speech impairment later her parents requested to
transfer her to the local school. She is a budding teenager with hormonal changes, at times she is
difficult to manage. She refuses to have the assistance of the FM system and depends totally on
her hearing aids.
Teacher finds difficult to manage her with regular students as she lags behind the class. Susan
easily gets annoyed and angry this bars her to participate in any activities or to feel the part of the
class group. A teacher at times communicates very fast which make difficult for her to pace with
the subject or topic given with lip reading. Because of this Susan has a problem in understanding

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the concept taught by the teacher or instructions given which often leads to misinterpretation of
what is said in class.
Due to her ailment, she secludes herself from a social gathering. However, she enjoys movies
(with subtitles), computers and automobiles. She aspires to become an automobile engineer in
future.
Measures that should be taken:
 Seat Arrangement: Special need students need full visual access so that they can have a
better view and also can read lip of teacher and also helps in full input, engagement and
access by these students. This could be attained by arranging all the desks in a “U” shape.
Hence allowing the students to understand and participate in the conversation in the class
with speaker and others (Xie, Potm il & Peters, 2014).
 Teacher’s Attention: During the time of lectures in the class, teachers should
consistently face their special need students. They should avoid talking when giving out
papers or pause before starting into a new topic. A teacher should give special need
student require time to process topic’s info done in class previously in case they have any
questions (Banks, Frawley and McCoy, 2015).
 Social Group: Best to incorporate special need student into smaller group for any class
activity like charts - rearrangement or others. As this will help to make them relax and to
increase their focus on their school assignment other than feeling unwanted and distracted
from social interactions in the class (McKenna et al., 2014).
 Interaction with Teacher: The teachers should remain in constant, always means
available to the student during school. They should have close communication with the
student, with their parent, and as well as make sure that the interpreter(for speech) is

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always available to help children and also have a complete understanding of the
curriculum. This will ensure that everyone is on the same page and readily available for
conversations about general educational techniques and adequate learning environments
for the special need children as here in case of a deaf or hard-of-hearing student (Celeste
Azulay Kelman & Angela Uchôa Branco, 2009).
 Class Notes: A soft or hard copy of the class notes or lecture information should be
provided before class to assist the special need children with it. If it is preferred that the
student engages more actively in class, teachers can provide a printed copy listing key
points of the lectures to be discussed, so that they focus more on the topic and attentively
participates during class (Cockcroft & Dhana-Dullabh, 2013).
 Fieldwork and Placements: For this special method provision should be made. As class
activity sometimes dull their overall process of learning, such outdoor activities develop
their interest on the subject and add on their self-confidence as they tend to feel the
environment and can answer more diligently. A transcript of the session can usually be
assessed within 24 hours for live remote captioning. It can be emailed directly to the
student participating as an accurate record of reference for live updates. (Reimer and
Pangrazio, 2018)
Use of Technology:
For special need children, technology plays very important roles not only they ease the lectures
or class notes but also help them to connect well with other peers or with class. It provides access
to all learners and able to access the general education curriculum Mitchell, D. (2014). Children
have difficulty in understanding the normal language or to read the lip accurately most of the
time. Technology like– interactive whiteboards, VRI, chat rooms, strobe lights, digital pen

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technology, PPT or live models makes a topic more interesting and add value. In case of hearing
loss kids, they can use devices installed with infra-red system, computer-assisted message taking,
ASL videos for testing materials, pen and paper alert systems such as vibrating systems, and
signalling alarms help to have normal or regular classes. As they help them to connect with class.
Both teacher and student benefit with it (Bagon, Gačnik and Istenic Starcic, 2018).
Explanation of given pedagogy:
If the above methods get included in the school curriculum for hearing defect students, then this
would be very productive. The student will be prepared and will also participate more actively in
class. A student with special need feels left out in regular school with normal kids but with this
suggestion, they will also have a normal routine and sense of belonging will eventually come.
Teachers and interpreters will help to build a normal environment for them. The importance of
inclusive, integrated models of service delivery for children with special needs has been widely
researched indicates that they benefited through this program and results are positive.
For Susan, it will be the best pedagogy as it will include both classroom and outdoor activities to
have a better understanding of the subject. (Spratt & Florian, 2015)
 Arrangements of seats: To start with, rearrangement of sitting position will help her to
connect better with the class and teacher. This way she will be able to understand the
class- notes or lectures in the class. She will take less time to complete her assignments
and sense of belonging will also develop eventually.

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 Outdoor or On field Activities: As she likes outdoor activities, she will tend to engage
more on field trips or such assignment. Her confidence will be built as she will connect
better with peers and studies. This will help to mellow down her temper or aggression.
 Teacher: With the constant presence of teacher Susan will build trust in them and will
communicate about her problems or difficulty with ease. If teacher faces her, she can
easily read the lips or can use sign language to communicate over the topic going in the
class.
 Social Groups: Now she has her own interaction group to communicate or discuss with.
Her frustration will eventually be calm as she will be able to cope up with other students
with little or no help (Meronen & Ahonen, 2008).
 Interpreters: Sign language or interpreters will result in better inclusive education for
her. If she has any problem in understanding the language, the interpreter will help to
make her understand, and her communication will be at ease with others (Hoyeon Kim,
2007).
 Class handouts: Susan will be prepared as she has class notes in the form of soft or hard
copy. She will read beforehand and understand the topic.
 Technology: With the use of technology like PPT, whiteboards, video graphics Susan
will get a better understanding of the subject. It is boon for teachers as it will make the
class more interactive and responsive. Monotonous lectures create a dull environment,
but interactive technology makes it fun (Reitsma, 2008).
This program is set up to meet the needs of the child so that she can behave normally with other
kids and have no social discrimination.

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Learning Plan for Susan:
Here it is suggested that the individual learning plan will be best for Susan as it will focus on
both her strength and weakness. (Wilson, 2017)
Individual Learning Plan or ILP is a user (student) specific program or strategy of education or
learning that takes into the account of their strengths and weaknesses.
Individual Learning Plan for Susan (Hearing Defect)
Name: Susan Date commenced Review Date
Team Participants:
Focus area linked to
curriculum
Specific Learning
outcome
Intervention plans,
curriculum adaptations,
teaching strategies,
resources, personnel
Monitoring and
Evaluation
Strategies
General Science: To
learn about living and
non-living things and
cell.
Knows about cells and
their characteristics.
Use different live models to
explain the topic. Outdoor
activity can also be included
to show around the objects.
Test, feedback,
personal
interaction
Maths: to learn how to
do multiplication and
Be proficient in using
maths operation.Able to
The teacher should hand out
the notes to them
Test

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division infraction do simple calculations and
understand word problems
in fractions
beforehand so that they can
go through the topic and
connect with the class
Reading and Learning
Arts: will learn figure
of speech.
Write and punctuate
correctly in composition
assignments
Interpreter and handouts can
be given.
Personal
interaction
Social Studies: US
History 1820 - 1850
Know about Westward
expansion and means of
transport. Texas war.
PPT presentation can be
used with video clip and
subtitles to describe the
topic
Test, feedback,
class activities
Sign language class:
Special class for
hearing defect kids
Learn sign language and
use it in the day to day
process with ease to
communicate with others.
The teacher looks towards
the kids to explain the
language and give activity
like role-play or drama to
communicate in sign
language with the help of an
interpreter.
Parent and
interpreter
feedback.

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Monitoring and evaluation Strategies:
All the above-given strategies or method needs to be monitored and evaluated time to time to
show how effective the program is and how much student has benefited from it (Ryapisov &
Ryapisova, 2016).
It is important because it helps to improve the processor performance and to give desired
achievement or results. This could be done in many ways like a Class test, class activity,
personal interaction with student and feedback by teacher, parents and peers. (Zettler, 2011)
Change in Susan, this we have to monitor and evaluate with time to time. Both teachers and
parents should be included to evaluate Susan. Curriculum and class participation can be
monitored n checked by teacher whereas behaviour changes can be monitored by parents.
Teachers can take test time to time for the topic taught in class, and they can also give grades or
marks for class work done or any activity he has participated. Susan may require more time to
understand the given topic as she is a child with special needs so the teacher should be at ease
and encourage for participation and completion of the task in given time frame or if he requires
breaks, in any scenario.
Topics not only include class activities but also free presentation, this way she will be able to
understand and connect with the topic in a better way. With personal interaction, her hesitation
with peers and teacher will go and eventually her confidence will be built along with trust in
others. This could be evaluated through monitoring and getting feedback (Westwood Peter).
Susan's parents should look into her social behaviour. Regular outings with friends and family to
be encouraged and her involvement with them should be noticed. Usage of sign language should

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also be kept into consideration, whether she is using while communicating or to make people
understand. They should participate along with Susan in outdoor or computer activities to
enhance her knowledge and try to build her confidence and trust (Marschark, 2006).
Feedbacks should be shared with teachers may be on monthly or trimester wise. This should be
evaluated through grades and marks. This will show the effectiveness of the plan.
Summary:
This case study reflects the need for comprehensive studies for kids with special educational
needs. This program gives a chance to enhance development in academics and in personality.
Children with a special need should be treated normally like other peers in the class. This
program gives a chance, to all schoolchildren to go and are welcomed by their nearby education
centers in age-appropriate, regular classes. They are given support in their learning process,
contribute and take part in all aspects of the life of the school (Jigyel, Miller, Mavropoulou &
Berman, 2018).
As it is clear, that Susan has a hearing defect with sensitive issues. If we imply this plan, there
will be a change in her overall behaviour. The curriculum will now become easy as she will
interact and participate more with all the changes done. This could be inferred from her
evaluation done by her teachers, peers and parents (Gorges, Neumann, Wild, Stranghöner &
Lütje-Klose, 2018)
We have made many changes in class curriculum as per the need of Susan. Out of all changes we
need to identify which change has affected her the most. This way it will be helpful for teachers
and parents to make the course interesting in future need for Susan without much hustle for her.

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Earlier she was not only finding the difficulty in academics but also in personal behaviour as she
was unable to express her discomfort. With an individual plan, her social behaviour will also be
improved or gone as her communication skills will be improved. Evaluation will summarise her
class responsiveness, participation and clarity about the various subjects (Jull, 2009).

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Use among Students in Inclusive Classrooms. International Journal Of Emerging
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Banks, J., Frawley, D., & McCoy, S. (2015). Achieving inclusion? Effective resourcing of
students with special educational needs. International Journal Of Inclusive
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Celeste Azulay Kelman, & Angela Uchôa Branco. (2009). (Meta)communication Strategies in
Inclusive Classes for Deaf Students. American Annals Of The Deaf, 154(4), 371-381.
Cockcroft, K., & Dhana-Dullabh, H. (2013). Deaf children and children with ADHD in the
inclusive classroom: working memory matters. International Journal Of Inclusive
Education, 17(10), 1023-1039.
Gorges, J., Neumann, P., Wild, E., Stranghöner, D., & Lütje-Klose, B. (2018). Reciprocal effects
between self-concept of ability and performance: A longitudinal study of children with
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Intxausti, N., Etxeberria, F., & Bartau, I. (2016). Effective and inclusive schools? Attention to
diversity in highly effective schools in the Autonomous Region of the Basque
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