Thank you all participants for brilliant contributions to this thread. There were 95 posts and the following is the summary of key points:

·         Ensure that all students with disabilities in an inclusive school are involved in social activities after school to help with socialization which will help boast self - esteem and language  development and provide learning opportunities throughout the day as when the children are not in class will still be learning through  play and other social interactions  with their friends. Social interaction is encourages emotional support and camaraderie. Encouraged to participate in activities where they can meet children his/her same age with different abilities.

·         Reinforce mechanisms to support learning and to adapt the learning environment so that all children will be included.

·         Assign each child with disability a child without disability- peer buddy- and give them roles to support them assist with tasks at hand  make them feel mentally safe, develop their self-esteem, make them motivated to learn and excel. It also benefits the student without disability interacting with them .

·         Create a simple checklist for the child with disability to help remember tasks and reduce the number of tasks to accomplish in a day, broken down, to minimize confusion and easy monitoring and help remember what was done and is expected. It will also show the teacher and parents what he may need extra help with.  I also break down task into smaller bits not to overwhelm. 

·         Enrolled all children with disability in at least one extra - curricular activity, as here children learn to socialize with their peers and also meet other children who may not be in their same class. 

·         Create small groups that support peer learning, to participate in learning activities that support academic instruction and social skills because students learn well by collaborating.

·         Adapted routines so that all children can participate actively and meaningfully. Supports, when required, are provided in natural environments and with peers.

·         Plan activities with people with disabilities in mind such as children with autism who need more time to do just a good job as others and even communicate with students in their own such depending on the disability.

·         Construct facilities in a manner that will allow inclusion in an institution such as wheelchair ramps, sporting facilities needs

·         Give it  a holistic approach - Principal, teachers, parents, students, stakeholder agencies and the community should be inclusive. All work in harmony with national or school district overarching policy and school philosophy establish a whole-school inclusion policy.

·         Teachers - create individual plans for scaffolding or supporting general education children and children with disabilities, e.g., step by step instructions for student friendly worded assignments with checklist to foster independent learning, self-esteem and memory or recall. 

·         Students to participate in established classroom roster for peer mentoring, and building friendships.

·         Involvement parents- sensitize parents on inclusion, roles as parents and ways to become involved in school inclusion practices, eg., male/female football coaches volunteering their time and services to help children develop football skills, coordination, and fitness. Parents can also organize school concerts/talent shows, plays, playdates and parties.

·         Display inclusive behaviour -collaboration, sharing, turn-taking, empathy, sensitivity, tolerance and respect.

·         Integrate extra - curricular activities outside the school with activities that can be held in the school, fieldtrips to the library, zoo or science. Fair can be enjoyed by all students as visiting book mobile, petting zoo on wheels and Science bus.

·         Explore their unique talents. Some may not be good academically but might have some good skills  like painting, dancing, singing

·         Parents should be encouraged to create support groups and engage the children in activities together, for instance, car- pooling which could create friendships among the children. With parents and children working together collaboratively, children like Luis will not feel left out.

·         Teachers should have open, honest, respectful dialogue with the students, using strategies like puppetry, role playing, brainstorming, storytelling ... to impress upon their youthful minds the importance of including every child with special needs during break time and after school activities and that no one likes to feel left out. Ensure students see genuine care and kindness modeled to them by the administration, teachers and all adults connected to the daily running of the school. Everyone linked to the school should have a strong sense of belonging in 'our school.'

·         Give children with disability a leadership role in the classroom. To lead a part of an activity, or distribute materials.

·         Adjust teaching strategies/methods to allow Luis, children with disabilities to complete homework right after the lesson in class to minimize the chance of forgetting to complete it at a later date. 

·         Diversify play time activities to rotate every day include activities such as singing or dancing to better engage all of them.

·         Allow the children with disabilities to complete their homework soon after the activity is recommended as this could decrease the chances of forgetting.

·         Encourage all children to be advocates of those with disabilities.

·         Student in need of support be referred immediately for counselling to enable them to cope within social environments such as  the  continuous psycho -social support to enable them cope with socialization challenges they may have. 

·         Structure class activities such as play to include what the student with disabilities can or is interested in for them to feel included.

·         A bi-weekly buddy system be put in place. Student from the same class or neighbouring class can be allowed to play and spend time with students who have difficulty playing hardcore sports/activities of their choice from school activities.