Vol. 4, Issue 12, Part E (2018)

Abstract
The present paper intends to illuminate some of the very sensitive issues of benefitting disabled (Hearing Impaired) students with inclusive education. The basic meaning of inclusive education, that is students with disabilities are to be provided education in age-appropriate general education classes in their home schools and receive the specialized instruction identified and outlined in their individualized education plan, has been used to suggest the strategies to be adopted for inclusion. Several critical elements that are necessary to develop and maintain a responsible inclusion program and mainstreaming the student’s individual education plan have been put forth. The paper suggests that working with students in flexible groups is appropriate and should be encouraged as a supportive form of teaching. It is essential for teachers to recognize that flexible grouping is important in inclusive classrooms as this is a source for direct instruction and re-teaching of skills in a small supportive environment. Apart from this an attempt has been made to develop measures to use the valuable insights from the hearing impaired students as to which strategies they consider help them best to learn.