Special Education Teaching Interventions in an Inclusion Department in Primary: A Case Study of a Intraschool Violence

This Special education teaching interventions focus on a case study of a student diagnosed with dysorthography and dysgraphia [1] in the fifth grade in the first semester who attends the inclusion department three hours a week and experiences intra-school violence. These require structured and multi-level methodological knowledge that applies targeted , individual, structured and differentiated teaching and inclusion pedagogy, special education and training interventions [T.I.S.D.I.P.S.E.T.]. Our reflection on inclusive teaching in the inclusion department examines the possibility of supporting students who experience psychological pain. That is, it examines whether educators can address the emotional and behavioral difficulties [2] presented by the student with specific learning difficulties [SpLds] as a recipient of direct or indirect intraschool violence. It also explores whether learning through special education can support both the academic skills of spelling and reading along with emotional and social skills in the school community.