Special education — how Mahnoor teaches
Mahnoor’s first degree is a BS in Special Education with a hearing-impairment specialism from BZU, Multan. Her M.Phil in Special Education is from the Institute of Southern Punjab. That is the spine of the centre’s special education work: find the skill that stalled, teach it in small steps, write it down so school can use it.
Written by the Inclusive Developmental and Therapy Center therapy team · medically reviewed by Dr Muhammad Suffyan, MB BS (GMC 8023727) · Last reviewed September 2026
Inclusive classrooms and one-to-one teaching
Since January 2023 she has been a Learning Support Assistant at Beaconhouse Newlands, Multan — individualized and small-group support in inclusive Early Years classrooms, adapted materials and assessments, progress shared with teachers and parents. That is current, weekly work in a mainstream school, not only clinic hours.
At Inclusive the same habit applies: one written plan, two or three measurable goals, multi-sensory steps, review. “Parhai mein kamzor hai” is a starting sentence, not a verdict. See homework battles and classroom support for the school side.
Hearing impairment in the training, not as a second clinic
The BS specialism is hearing impairment. That does not make this an ENT clinic. It does mean she is slower to assume a quiet child “is just autistic” before hearing has been asked about. Our hearing and speech page and conductive vs sensorineural guide sit next to this work.
If a child is not looking when called, the first question is not always autism. It is whether they heard. That question is why speech and special education sit in one person here, and why assessment asks it early.
Motor, handwriting and daily skills — honest scope
Handwriting, scissors, dressing and some sensory load are taught here as functional skills inside special education and ABA. We do not employ a licensed occupational therapist. If your child needs a licensed OT, we say so and help you find one. Read the scope on motor and daily-living skills and sensory support.
Dyslexia, dysgraphia and “slow learner” labels are unpacked on the condition pages — dyslexia, dysgraphia, intellectual disability — not treated as one pile.
What a teaching session looks like
Short, visible goals. Multi-sensory steps. A note the class teacher can try for ten school days. A longer IEP-style document is extra work we price first — see IEPs. Inclusive is not a special school; children come for sessions and stay enrolled at their own nursery or school.
School-readiness before letters: how she prepares a child. The letter a Pakistani teacher can act on: letter to school.
Related services and guides
Special education — questions parents ask
Is Inclusive a special school?
No. It is a therapy centre. Children come for sessions and stay enrolled at their own school or nursery. Special-education teaching here is one-to-one or small-group therapy time, not a replacement classroom.
Can she write something the school can use?
After assessment, a plain-language summary of goals and classroom adjustments, yes. A formal IEP-style document is a separate piece of work we explain first. See IEPs and the letter to school.
Is she an occupational therapist?
No. Motor, handwriting and sensory support is practical skill-building by the special-education and ABA team. Licensed OT is referred out.
Ask about special education
A short, friendly conversation is the best first step. Call, text or WhatsApp us — we’ll listen and guide you, with no pressure.
MPS Road, Block A Model Town, Multan (near Bloomfield Hall School, Street No. 2) · Mon–Fri, 2 PM – 6 PM