In collaboration with Lydia and Daniel's responses as well as my own experiences, I personally agree with having proper, adequate, efficient and effective yet suitable resources available at the school to aid in the inclusion. As well as the mindset of teachers and administration must be altered to appreciate and accept fully, the differently abled child, to properly target inclusion and no child left behind. 

In a school that I once worked, the curriculum was designed to accommodate the differently abled child. For instance, there was swimming in the curriculum and at a point in the term, there would be a swim meet to facilitate the children who excelled in swimming as opposed to academics. Even, children who were physically disabled were included in this and in these swim meets, they were applauded and supported by every child and parent who attended. Boost of confidence, self esteem and proud dispositions were seen in the faces and body language of these children. 

To add to this, a resource room was available with a trained personnel as well as a yoga instructor and a nurse to accommodate whatever needed to be dealt with, or to aid the child. This room was an idea which came to reality by discussions among all staff members whose focus was on the individual child and about ensuring the child reaches his/her fullest potential while attending the school.