Inclusion is about creating a secure, accepting, collaborating and stimulating school in which everyone is valued, as the foundation for the highest achievement for all students.

Inclusion is about being proactive, being prepared, foreseeing difficulties and having a range of strategies and interventions ready for use, in identifying difficulties the student or child may encounter as such assistance will be designed to assist the removal of such barriers. Inclusion means offering the best chance to a child to reach his or her optimal level of development. It is not merely about children being taught in mainstream, it is about identifying and implementing supportive adjustments which have been tailored to meet individual needs.  Williams (1995) said,

“As a result, there is no exact recipe for classroom approaches that can be provided for every youngster, just as no one educational method fits the needs of all children” (p.6).

In an inclusive school, the inclusive ethos permeates all school policies so that they increase learning and participation for all students, school practices reflect the inclusive ethos and policies of the school (adapted from Index for inclusion, CSIE)

However, although the support for the principle may be held by all, it can be difficult to provide inclusion for all children. Teachers have many constraints to face on a daily basis, should this be time or finances.

New inexperienced teachers claim that they need support with a range of factors to allow them to include and provide for all children.