Inclusive Studies: Strategies for Children with Special Needs

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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