The key strategies for inclusive practise identified are as follows;

a. The differentiation of learning tasks provided

b. Adaptation of seating plan in the classroom .

c, Nurturing of peer support 

4.The development of appropriate communication skills and resources

5.The flexibility approach to assessment

The teachers use to include children with learning disabilities the following strategies ;

At Koos Mati Primary,Kelly who never attended school  at the age of  9 years old and no speech at all was always  included in all classroom activities with abled children. Also the  teacher developed a lot of indoor variety of games. The teacher used peer support ,where kelly copied her peers which gradually developed her speech skills and she eventually could speak. In At Ebhotwe Primary teachers used tracing dots to develop writing skills for those who had LD. Also developed a range of activities to develop literacy, Physical and communication skills. They   provided  different tasks that supported different different learning styles which help to engage the children to be engaged in what they where learning.

Moreover they build on the strengths of the child. If they were not academically capable but they knew the child had other skills like music they would build on that through art, dancing because they believe that child might become a star or a song writer one day. Their approach to assessment is flexible. They would choose the appropriate assessment for the child. If the child was not doing well in the class 4 assessment, the teacher would do not sent him/her back to grade 1 but instead readapt her assessment and assess the child with skills of a class 3 child .The teacher did not want the child to feel inferior in the class or frustrated but still feel included in the learning process.

3.The  various strategies used in each  Primary schools presented in the video reflected  the Wave  Model in the  varies situation in each school. The child was the centre of the learning and focus of the teachers. The teachers wanted to be sure that ALL was included in the learning no one was left out. The teacher explained to the rest of the class so they would respect and treat everyone the same in the classroom. The encouragement of buddy system, peer pair or group where encouraged. The adapting of activities accordingly to the child's need made them included at all times like  usage of tracing dots, enlarging the worksheets for visual impairments, pictures and words, teachers repeating instructions or answers to those who had hearing impairment 

Moreover we saw how the teachers encouraged parents partnership ,by encouraging parents who wanted help  in reading support in the classroom, some  schools had a Language enrichment Programme where it focus on small groups and even after school to support the language skill .On the other hand some schools had an assistance in the class to the main teacher.

I saw these various schools in the video did reflect the three level of IE in the Wave model  by making sure the child's need was the centre of the learning process and that ALL was included in the learning by process by developing and creating ways for children to work together in pairs or groups and planning  and readjusting  the variety of activities and tasks to the child's need and strengths. Moreover encouraging parents support  and seeking support from other others to help in the target group identified to ensure inclusive learning is for ALL. All the intervention existing in the classroom allowed the child to be included in the learning .