One inclusive feature of a school that I know (in Enugu state) as ESSPIN staff during monitoring visit:

Behaviour management

Almost all teachers interviewed in a school in Enugu were able to come up with their own strategies for supporting children who may be struggling at school, or children with disabilities. Teachers suggested spending extra time during and after class with children who were making slow progress, and seating visually or hearing impaired children at the front of the class. Several teachers suggested using alternative testing methods to assess students with special needs, and giving slower learners more opportunities to practice.

 

One albino child in the school said:

‘My teacher helps me by sitting me at the front of the class, and collecting my papers after the other children, so that I have more time to finish’