Accepting and including special needs students as they are, as well as prioritizing positive/healthy school-family relationships, are two important factors/points that I believe are particularly effective in fostering an inclusive ethos and culture and should be intertwined.

At all times, the school's willingness to accept and include special needs students as they are must be encouraged. A child should never be turned away because of a disability; rather, the school should collaborate with major stakeholders to ensure that the child’s individual needs are met on a continuous basis by providing whatever is required to assist these children, as these children are frequently underserved due to unsuitable school/classroom conditions, inadequate care and lack of resources. Furthermore, the school should never promote/encourage negative attitudes toward the child’s special uniqueness/distinctive individuality. All children should be welcomed, accepted, included, loved, valued, treasured and celebrated at school.

Making connections and communicating effectively about various aspects of the whole child are critical for establishing and maintaining positive/healthy school-family relationships, which must be strengthened and prioritized. When discussed positively, this is essential for education because it aids in the provision of a solid foundation tailored to the child, and the child's individual needs must be met while the need for Maslow to be prioritized over Bloom is ensured. The manner in which schools communicate and interact with parents has an impact on children's love of school and learning; however this communication and interaction must always be done positively, with the child’s best interest in mind, sending a strong clear message that you value the child and the child’s education.

Acceptance, inclusion, connection and effective communication, among other things are all pillars of learning.