Supporting Students with Different Needs in the Inclusive Classroom

MQF Level: 4

ECTS Value: 3 ECTS

Duration: 6 Sessions

Contact Hours: 15

Self Study Hours: 36

Assessment Hours: 24


Module Description

This study unit provides the course participant with basic educational approaches and support strategies to maximise progress for learners with ADHD, Autism and Intellectual Impairment. It also focuses on the different components of an inclusive classroom, and the respective policies one needs to follow. Issues such as equality and inclusive approaches to teaching and learning will be discussed. The module will also focus on the role of the LSE, the teacher’s and how to work collaboratively within a team.

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:


a. Create specific resources to enhance the learning process for students with ADD / ADHD, Autism, and Intellectual Impairment;

b. Address the challenges encountered by learners with ADD / ADHD, Autism and Intellectual Impairment in the classroom;

c. Adapt classroom tasks and resources for learners with ADD / ADHD, Autism and intellectual impairment;

d. Collaborate with a transdisciplinary team of professionals to facilitate and sustain the learning progression of the students;

e. Ensure the promotion of an inclusive environment by treating all the students fairly and equally.


a. Detail the characteristics of learners with ADD / ADHD, Autism and intellectual impairment;

b. Identify accommodations and class interventions to use with learners with diverse needs and promote classroom inclusivity;

c. Describe how environments can be structured so that learners with ADD / ADHD, Autism and intellectual impairment can benefit maximally from instruction;

d. Describe the terms of inclusion, integration, segregation and access and their implication on the educational setting;

e. Recall the responsibilites of an LSE with regards to teaching and learning;

f. Identify the barriers to inclusion and how these can be overcome;

g. Identify and explain the policies related to inclusion.


a. Recognise the characteristics of learners with ADD / ADHD, Autism and intellectual impairment;

b. Apply accommodations and class interventions to use with learners with diverse needs;

c. Determine how environments can be structured so that learners with diverse needs can benefit maximally from instruction;

d. Plan a set of inclusive strategies which best fits the classroom.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.

Assessment Methods

This module will be assessed through: Research Assingment and Online Tasks/Reflections.

Suggested Readings

Core Reading List
  1. Teach ADHD. Behavior Support Strategies.
  2. Larkey, S. (2006). Strategies for teaching studentswith Autism Spectrum Disorder and other students with special needs.
  3. The National Autistic Society Autism Spectrum Disorder: A resource pack for school staff
  4. Boutot A.E. (2007) Fitting in: Tips for ptomoting Acceptance and friendships for students with autism spectrum disorders in inclusive classrooms.
  5. Broer, S.M., Doyle, M.B., Giangreco M.F. (2005) Perspectives of students with Intellectual Disabilities about their experiences with paraprofessional support.
  6. Pulsifer, L. (2012). Teaching tips for students with developmental delays. Retrieved
  7. Yazbeck,M., McVilly,K., Parmenter, T. R. (2004) Attitudes Towards People with Intellectual Disabilities: an Australian Perspective.
  8. Ministry for Education and Employment (2019). A National Inclusive Education Framework. A Policy on Inclusive Education in Schools. Route to Quality Inclusion.
Supplementary Reading List
  1. ADHD fact sheet – retrieved
  2. Thompson, A.E., Morgan, C., Urquhart, I., (2003). Children with ADHD Transferring to secondary Schools:Potential difficulties and solutions
  3. Strategies for ADD and ADHD – retrieved from
  4. Erbes, V. Tools for teachers: Practical resources for Classroom Success.
  5. Stobart, A. (2012) Transition toolkit: Helping you support a child through change.
  6. O’Regan, F. (2002) How to Teach and Manage Children with ADHD
  7. Birkett,V (2003) How to Support and Teach Children with Special Educational Needs
  8. Sherratt D (2005) How to support and teach children on the Autism Spectrum
  9. UNESCO(2001). The Rationale for Inclusive Education in Open File on Inclusive Education Support Materials for Managers and Administrators.
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