A variety of services are available to students with those particular disabilities, within the inclusive classroom setting. Much depends upon the needs of the student and the framework of the student's IEP. Services can include those of a certified educator, PT, OT, SLT, paraprofessional, and/or Intervener, along with educator-initiated (in conjunction with other team members), modification of classroom materials and the classroom environment, the student's schedule, and academic and functional goals and objectives.

Working with the special needs student in an inclusive classroom begins with the written individual learning plan (IEP) determined through data gathering, testing, interviews with the student and caregivers, and monitored and administered by a team that includes the student, the classroom teachers, family caregivers, and appropriate support teachers, aides and school administrators, often a psychologist, and or social worker. The team meets periodically to update the IEP. In the classroom, the curriculum is typically only modified by the classroom teacher to accommodate seating placement, hearing and visual concerns, distraction elements, curricular materials, such as large print literature, closed caption visuals, lighting, carpeting, providing notes and visual materials for viewing out of class, snacks, water and bathroom breaks, attention checks. Special needs students can be scheduled for tutorial support, emotional support, vocational and attitudinal guidance in separate classes. Assessment standards are typically not modified, rather, the special needs student is supported to reach the same educational and behavioral goals as the rest of the class, modifications and accommodations made only in the spirit of helping the special needs student achieve at his or her own pace, but to the level of the rest of the class. For this to work, the team has to function according to the directives of the IEP, which is not a "blank check", but, rather, a set of goals, and agreement on how and when the goals may be achieved. Unrealistic goals and methods are not avoided, but examined for what they may be, and agreement by all team members is key. In my state, Pennsylvania, USA, there are required minimum standards and regulations that are mandated and must be provided for special needs students in publicly funded schools. In general, these are issues of access, physical accommodations and direct instruction

The way that inclusive education is approached also varies according to the resources available. The answers above would seem to me to refer to a well-resourced environment. Professional services are not so readily available in developing world contexts such as Tanzania where Daudi Partson works. In this context classroom assistants and sophisticated technology might not be available . Furthermore the team might consist only of teacher and parents and possibly other community members. The focus then is on the teacher differentiating the curriculum in planning, method of delivery and assessment . The classroom teacher is central to adapting the curriculum so that it meets a wide range of learning needs but obviously needs support from school leadership, families and learning support educators whre available. One approach that we have found useful is universal design for learning that can be used in high and low technology environments. See:

Dalton, Elizabeth M., Judith A. Mckenzie, and Callista Kahonde. "The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning." African Journal of Disability 1.1 (2012): 7-pages.