**9. Conclusion**

A unique challenge is posed by co-occurring conditions for individuals with learning and physical disabilities, which begs the question of how to create tailored interventions and inspire collaborative actions among the stakeholders. Understanding the complexity of co-occurring conditions and implementation of respective effective strategies that parents, educators, and healthcare professionals can use to promote inclusive education and bring betterment in the development and educational journey of individuals with physical and mental disabilities.

### **10. Personal case study on inclusive practice**

My son is 27 years old and was diagnosed with autism at the age of 4. He attended special needs schools from primary to college. In primary school, it was easy to meet his needs due to his age and requirements. However, things changed when he reached secondary school and was placed in a learning environment where most of the learners were nonverbal, while he had speech capabilities. These other learners had additional needs, including sensory and communication difficulties.

Over time, his needs evolved, and he developed additional challenges due to prolonged exposure to students with additional needs. He began banging his head and ears to block out noises made by other individuals who were unable to express their needs verbally. The classroom environment became chaotic and was unable to meet his requirements.

Upon completing college, he lacked a practical skill set to account for his 3 years of education. Instead, he graduated with additional needs and required continued support. I had hoped that regular needs assessments would have been conducted by the school, enabling them to recognize his needs and make reasonable adjustments. If they had focused on his existing talents and gifts, they could have enhanced them and created opportunities for him to develop and acquire new skills within the educational setting. Going through college without gaining any skills is a waste of taxpayers'

*Addressing Co-Occurring Conditions in Education for Individuals with Learning Disabilities DOI: http://dx.doi.org/10.5772/intechopen.113231*

money, and special colleges should be scrutinized to ensure they achieve the desired outcomes for young individuals.

I worked with him at home, supporting his existing skills to foster independence in engaging with household chores and developing social skills. What is important here is that I took care of his communication, sensory, social, and emotional wellbeing. I am not advocating for home-schooling, as not every parent is emotionally equipped to contain the emotions of a child with autism or ADHD or even support them to regulate their emotions. If you, as a parent, are unable to contain the child's emotions or there are disorganized or fragmented attachments, then this is a big issue. You have to either seek therapeutic support alongside caring for your child or look for additional support; otherwise, you will break down, and your child will end up in care.

Autistic people struggle in educational environments not because of their cognitive abilities or impairment but because of their additional needs. That is why addressing those needs will foster academic work.

### **11. Personal case study on inclusive practices**

This personal case study is based on the experiences of parents whose children are affected by autism at a young age and have been attended to in special needs school throughout the education journey. The transition from primary education to secondary education is an important one and it brings significant challenges along with it. As the nature of needs evolves the challenges become more and more challenging and thus changes are required in the learning environment in order to adapt to the special needs of children with mental disabilities. The experiences of this person shed light on necessary factors related to the recognition of individual needs, talents, fostering independence, and ways in which co-occurring conditions can be addressed by using the framework of inclusive education.

### **12. Transitional challenges**

The case study places an emphasis on the difficulties that may be encountered during transitional phases, notably the shift that takes place as pupils go from elementary to secondary education. Students who have impairments may have a more difficult time gaining access to an appropriate education if they are required to transition from a setting that is comfortable and encouraging to one that is unfamiliar and filled with a variety of requirements.

### **13. Inclusivity and diverse needs**

The case study illustrates how students who have disabilities have a wide variety of requirements to meet. In this particular situation, the secondary school environment contained children who had a variety of needs. These students included nonverbal learners who had challenges with sensory and communication issues. This variability highlights the significance of establishing inclusive policies that cater to the unique requirements of each individual student even further.
