Daniel and Lydia identified several factors which contribute to an inclusive school, such as teachers and administrators attitudes, allocation of resources, an adaptable environment (physical/social), culture and curriculum and policy.

Included in the policy of an inclusive school should be delivery and monitoring of education and the child. At the ECCE level this is rigorously implemented as children and their daily activities are observed and recorded (via written documentation). This information is used to determine the child's progress or lack of, strengths and weaknesses and as a platform for early intervention and diagnosis. Should any delays be observed, the administrator is notified, recorded documents are reviewed, parents are informed about concerns and the necessary measures are taken. 

This has been successful because several children were fortunate enough to receive early intervention and referrals.