IntroductionA significant step towards achieving inclusive education in the UAE was possible after the adoption of Federal Law 29/2006. Articles 12, 13 and 14 relating to this law ensure that the right to education of students with special needs is respected and article 15 appoints a committee to oversee the implementation of the law (Gaad, 2011) . The private education system has come to meet the demands of the diverse needs of the expatriate population coming from various cultural backgrounds. It was found that most students with mild disabilities were admitted, but students with multiple needs were often only admitted to centers (Bradshaw et al. 2004 & Gaad & Khan 2007). This is why this particular case study was chosen because the student had multiple needs. The student identified is a woman of Indian nationality, aged ten and suffering from cerebral palsy. According to reports (see Appendix 2), this indicates that she has a history of epilepsy and continues to take medication for it regularly. An MRI result shows left pariteo-temporal cortical dysplasia that affected the right side of the body, leading to numerous physical limitations revealed by the mother. In addition to this, she has learning difficulties, perceptual problems and attention deficits (see appendices 3 and 4). Although the case study was carried out, some limitations were noted due to the personal and confidential nature of the information, particularly the medical needs and psychological support provided. Some medical records could not be interpreted correctly. Cerebral palsy is a condition defined by (Scope in Fulton 2004) “caused by non-progressive brain damage and resulting in variable impairment of the coordination of muscular action, resulting in an inability of the person responsible to maintain the standard. ..... middle of paper ...... the teacher could work collaboratively, physical activity and games lessons would become more meaningful. In addition, the student would enjoy doing it and become more involved. The psychological support provided should take into account the cultural factors and financial constraints parents face to provide the best interventions. Additionally, being sensitive to parents' needs and maintaining an open line of communication and respect is essential for a coordinated plan. (Friend & Bursuck p. 99). (Mittler 2000, p.60) Highlights the concern that teachers are reluctant to interfere in family issues and parents feel that the teacher is not showing interest, which creates a barrier. By having an inclusive education, all key stakeholders ensure that the student benefits from a rich and valuable educational environment to help them become effective members of society. (Hay GHet al. 1997)