Describe two important features of an inclusive school and how they are put into action in a school that you know

Willingness to work collaboratively

Co-teaching large classes - Teachers cooperating to facilitate inclusion rather than working as an individual

In one school with large classes observed during a monitoring visit, two teachers worked in partnership in one classroom with large number of students, with one at the front delivering lesson content and another moving around the room. The teacher moving around organised group activities, helped individual students with understanding, and made sure that all students were taking part. This helped the teacher at the front to keep students engaged in the flow of instructional input.

A school administration that is pro inclusion which, both in policy and in action, propagates inclusion openly

In one school in Kwara State, a student whose parents reside in Lagos, was left with his grandparents in the village because all hope was lost on him since he could not speak nor walk, and he is physically and facially deformed. As a result of sensitisation by the CGP, the student was enrolled in the community school. With his enrolment, he kept on improving academically and in all physical activities. He can now speak clearly while the deformity is gradually fading away. Also, he can walk around now without support from anyone and all his friends testify that he is a kind and great friend. His teacheralso said he is improving gradually to be one of the best in his class. He writes very well now words in English and Yoruba. When he was asked what he does with his leisure time when not in school, he said he likes reading stories with beautiful pictures and playing football. He cannot see writings on the board if averagely far away from the board. So a seat in the front row has been reserved for him. He has successfully completed his primary education and he has now transited to a secondary school.