Build Systems of Data Collection: Countries must invest in collecting accurate data on the degree to which students with disabilities have access to general education, including the amount of time actually spent in general education classrooms. This data can be used to identify schools and communities in need of support in better educating and including their students with disabilities.
Provide Educators with a Robust Program of Pre-Service and In-service Preparation on Inclusive Education: First, attitudes matter a great deal and attitudes among educators are often negative, and those attitudes can carry over into the classroom and the school. Teachers and school leaders need opportunities to both confront these attitudes and to see how successful inclusion can work. Secondly, educators must learn classroom techniques that can help students
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Promote Inclusive Opportunities in Both Post-Secondary Education Settings and the Employment Market: Post-secondary education and employment settings should be encouraged to expand opportunities for people with disabilities.
Provide Support and Training to Parents Seeking Inclusive Education for Their Children: Parents often need support in seeking inclusive education for their children and in maximising their child’s development. In the United States, parent-training centres have been funded by the federal government to teach parents about inclusive education and to provide them with support in seeking effective inclusive placements for their children. In addition to this, there are few more researches that can be related here for our benefit:
Kliewer and Biklen (2001) found that inclusive learning environments facilitated the acquisition of literacy and adaptive skills as well as enhanced students’ social