IntroductionA significant step towards achieving inclusive education in the United Arab Emirates was possible after the approval of Federal Law 29/2006. Articles 12, 13, 14 relating to this law ensure that the right to education of students with special needs is respected and Article 15 appointed a committee to supervise the implementation of the law (Gaad, 2011). The private education system has stepped in to meet the diverse needs of the expatriate population who come from different cultural backgrounds. It was found that most students with mild disabilities were admitted, however students with multiple needs were often only admitted to centers (Bradshaw et al. 2004 & Gaad & Khan 2007). Therefore this particular case study was chosen as the student had multiple needs. The student identified is a woman of Indian nationality, ten years old and suffering from cerebral palsy. According to reports (see appendix 2) it indicates that he has a history of epilepsy and continues to take medication for it regularly. An MRI result shows left parieotemporal cortical dysplasia affecting the right side of the body causing many physical limitations, as revealed by the mother. In addition to this he has learning difficulties, perceptual problems and attention deficits (refer to appendices 3 and 4). While the case study was conducted, some limitations were noted due to the information being personal and confidential, particularly the medical needs and counseling support provided. There were some medical records that could not be interpreted correctly. Cerebral palsy is a condition defined by (Scope in Fulton 2004) "caused by a brain lesion that is not progressive and leads to a variable impairment of the coordination of muscular action, resulting in the inability of the person to maintain the norm.. . in the middle of the paper... the teacher could work collaboratively, the physical activity and game lessons would become more meaningful. Furthermore the student would enjoy doing it and would be more involved. The psychological support provided must consider the factors cultural and financial constraints that parents face in providing the best interventions. Additionally, being sensitive to parents' needs and maintaining an open line of communication and respect is essential to a coordinated plan 2000, p.60) Raises concerns that teachers are reluctant to interfere in family matters and that parents feel that the teacher does not show interest, this creates a barrier. By having an inclusive education, all the key players ensure that the student gets a rich and valuable educational environment that helps them to be effective members of the society. (Hay GHet al. 1997)