The TESSA IE Toolkit contained a lot of important information which breaks barriers of having a successful inclusive program. This chapter of the toolkit delved into the teacher’s roles and responsibilities for which had the impact on self-reflecting on personal practices.

 In this, the importance of language and how the child is spoken too as well as the manner in which the child is spoken about made me ponder. I admired the techniques used by the teachers to promote positivity as a holistic approach. It was important to note that the language used to the child and in speaking about the child is of great importance in the teacher’s role in being the role model for an inclusive environment. As a result of this, this is the factor for which I have taken from the TESSA Toolkit. I have broadened my thinking into not only dealing with the child and his/her disability, but dealing with the other children in including and caring about the disabled child; not bullying or calling names and notmmaking the environment uncomfortable nor welcoming for the disabled child.

Role modelling and nipping bad attitudes from the other children, in the bud, whilst explaining and developing the caring, nurturing and kind aspect of their personalities is of vast importance in having an inclusive environment and it is the responsibility of the teacher to promote this.