• Social modal - an alternative way of looking at difficulties. Restraints could be the setting and resources available or staff and parents’ views (Booth and Ainscow, 2002, cited in Richmond. et al., 2016)

• Medical modal - seen now as outdated, but sees the Childs’ needs as a 'condition' that needs treating. But a medical diagnosis is required to gain access to support (Richmond. et al., 2016)

• Different peoples’ views on inclusion, often formed from personal negative experiences, prejudices and their role and effect their attitude towards gender, race, class, disability, and sexual orientation. (Richmond. et al., 2016)

• Lack of resources and/or qualified staff as well as funding (The Key, 2016, cited in Richmond. et al., 2016)

• Social economic factors of the community (Watkins and Wagner, 2000, cited in Richmond. et al., 2016)

Having an inclusion policy that responds to the diversity of the students attending

• Reducing barriers of learning and increase participation for all children not just for those with additional needs.

• Develop mutually beneficial relationships between the school and local communities.

• View differences between abilities of children as a resource to support and not a problematic issue.

• Involve and work together with children, staff, parents, agencies, and local communities.

• Encouraging children to find things out for themselves and think independently.

• Adapting the lesson to work with children’s levels of understanding and ability.

• Making effective uses of available resources and facilities the schools have. (Richmond. et al., 2016)

• Develop positive relationships between adults and children (Watkinson, 2003, cited in Stacey. et al., 2016)

• The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO,1994, cited in Richmond. et al., 2016), an agreement on the rights of all children being able to participate in mainstream schools by governments and international organisations and is considered an important beginning in the development of inclusion.

• The United Nations Convention on the Rights of the child (1989) established children’s right to Provision, right to food, shelter and education, Protection, from abuse and neglect and Participation, a right to be involved in decisions that affect them and be able to freely express opinion (UNCRC, 1989 cited in Richmond. et al., 2016)

• Is a process not a final outcome, involving ongoing discussions and changes to remove barriers and encourage participation. (Richmond. et al., 2016)

• Inclusive practice involves a school ensuring all children within school, whatever their situation do not feel excluded when it comes to their learning and are able to participate as much as possible. (Richmond. et al., 2016)

• Schools have a responsibility to adapt themselves to the needs and interests of the children in their setting and not put pressure on a child to change and fit into the curriculum requirements of the school (Watkins and Wagner, 2000, cited in Richmond. et al., 2016)

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