In the school with which I am familiar, I would say that the inclusive feature I would identify is that of the ethos of the staff. The staff at this ECCE Centre was willing to work with a certain special needs child despite many a challenge. 

 The child herself, had behavioural and communication challenges and came from a home environment with similar challenges. When she first entered the Centre, she would run around everywhere, scream and cry. Because the environment and all of the manipulatives were something new to her, she was very curious and pulled things off shelves. She also had bathroom problems, where she simply went on herself or on the floor wherever she was.

The staff were initially frustrated with these challenges as it affected the teaching and learning environment and disturbed other children. However, they worked together to support the child and each other. Research was done to find strategies to work with this child. 

Evidence to show that these collaborative strategies worked included, formal achievement data, noticing the child's reactions to what was tried with her, and discussions with parents to extend support in the home environment. Gradually the child's behavior saw small improvements to where she was able to give cues to use the bathroom and had less accidents, she was able to sit for minutes at a time and be engaged in a task, and she was less disruptive to those around her. 

Additionally, her peers were sensitized as the teachers explained to them about the child's special needs; they also modelled behavior of how to interact with the child. So children would indicate to a teacher about what the child was doing and they replicated modelled behavior. Staff supported one another with the child and it was due to this inclusive attitude and efforts on the teachers' part that this child was able to show small progress in various areas of challenge.