The making of an Inclusive School takes into consideration many pivotal key factors that help to prepare all for inclusion. From my own personal experience, I have noted that one such pivotal key factor is ensuring that the transitional phase into the school environment is carefully planned and runs efficiently, effectively and easily for everyone involved. The “soft things” according to Mr. Daniel, were also quite evident. 

All learners within an inclusive school must be made to feel welcomed upon entry, welcomed into their classroom as each child is accounted for by the teacher; a main point made by Mr. Daniel, each child must also be cared for and respected, must be loved unconditionally, must feel a sense of belonging and worth, must have all their individual needs meet, must be kept safe and secured at all times and each individual child must have an equal opportunity to become a successful lifelong learner.

Positive, constructive, meaningful and respectful relationships between staff, students, parents and stakeholders must also be fostered, developed and strengthened daily. Collaboration and teamwork need to be a focal point because of its level of vital importance and fundamental success.

Various forms of adaptation, modifications and accommodations along with its implementation are also critical as the school is the child’s home away from home. Appropriate resources and the availability of a resource room with competent experts are of great and essential importance too in order to attend to the child’s needs while helping to build their self-esteem and self-confidence as highlighted by Ms. Lydia.  

An Inclusive School brings everyone together regardless, ensuring that the “soft and hard things” are incorporated for every child’s benefit.