The unique educational needs to be anticipated in creating an inclusive environment for children with ADHD, ED and BD dramatically deferrer, but inter-disciplinary collaboration can ensure the right educational needs are pointed out. Cognition learning is an indispensable elements. This is because children with the above personality disorders might experience cognition disruption at an early age; hence, their knowledge learning approaches negatively affected. Other educational needs are behavioral, emotional and social development in the school context. Children with ADHD,ED and BD have educational needs that warrant cognition learning, emotional and social developments, aspects that call for implementation of strategies in the school environment and beyond such as specialized instructions, reinforcement of desirable behavior and tailoring of the environment to meet their needs.
One of the strategies that can be used to support children with ADHD, ED, and BD is specially designed instructions. Children with attention deficit, for example, best integrate into a system where different forms of teaching, for instance, multi-media approaches, are used because they acquire knowledge differently. Those with emotional disturbance and behavioral disorders might also need mini-breaks and simple and clear instructions. Another strategy is the differentiation of the learning environment and tailoring it to student's needs. Children with attention-deficit, for example, could be exposed to learning using the natural setting more often than in a class where the students do not practically interact with what they learn. Lastly, reinforce positive behavior in children with learning needs is critical. It could be through sports and rewards when they achieve particular milestones.
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The different strategies shared above align with my inclusion strategy in that they focus on ensuring a positive learning environment for students regardless of their learning needs. Differentiated instructions and tailoring the environment to suit students' individual needs are inclusive and tallies with my philosophy of access to education regardless of mental health-related problems. The strategies aim to focus on each particular student and how learning can be made easier for them. Most importantly, the use of sports and reinforcement of specific behavior ensures inclusivity because, in the end, through play, children interact and learn from each other regardless their weaknesses.
