Indeed, the attitude towards inclusion is as important in the characteristics of an inclusive school as the physical adaptations. A school can be built with all the adaptations such as ramps, rails in the toilets, wider cubicles for wheelchair accommodations etc, but if the attitudes of the administrators and teachers are negative toward the concept of inclusion, students with special needs will still remain excluded from such an environment. Teachers must deliberately cater for the special needs of students in the classroom. This involves the use of local resources especially tailored for the specific needs of the students.