Two features of an inclusive school are firstly a supportive administration and secondly resources. A supportive administration is pivotal in shaping the attitudes of people in an environment for inclusive education. Administration drives the support in the form of allocations made for teacher training, curriculum adaptations, funding for resources etc. Availability of resources on the other hand with competent experts will encourage learners with difficulties to feel as though they belong. It can improve self esteem and also provide support for teachers. 

One of features is evident in the school that I am at currently. Administration recognizes that all students are not the same and have created other subject grouping for students who are not mainstream academics. There are subject combinations that are skills related in the areas of welding, carpentry, auto and plumbing, as well as textile and clothing, theatre arts and visual arts. Teachers are allocated to guide these students. Although there are some resources available it is not in the form of expertise. However because there are many teachers who possess "soft skills" as put forward by Daniel, students with challenges are given extra help during a teachers lunch time or after school. 

Interestingly, the physical environment does not accommodate students with any physical challenges. This is so because the school I am at was built over 35 years ago. This highlights that the idea of inclusive education is relatively new and was not a thought in the minds of leaders or administrators at that time. 

The time for change is here and it is hoped that policy planners, officials at the ministry of education, administrators, parents and communities can collaborate to provide a safe learning environment that is inclusive.