Inclusion - Monte Waldi Style:


We create a classroom where the mainstream curriculum is taught to all the children and the teacher takes

into account their different learning styles and needs. As said before, we teach the child not the class.

Some children are on an ILP (INDIVIDUALISED LEARNER PROGRAM) to accommodate their needs, i.e.

a learner with cerebral palsy will not be assessed on the PE the prescribed PE program, but one that was

compiled by the teacher, the OT, and the physiotherapist and he will be granted more time to do activities.


Nobody is perfect and we are not all the same; and we make the children aware of this fact. Now you are gasping

for breath and asking how can this be allowed, but let me explain by giving some examples:

When we do musical activities, Adam is allowed to leave the classroom and work in the garden

(he loves gardening) because he is extremely sensitive to sound/noise and to keep him in class will be

child abuse. Going to the bathroom, Tammy and Claire are allowed to take a “short cut” through another classroom

because they walk with walking frames. Andy does not have to walk in the line or stand in the line when its

line up time, because she gets upset if people bump her. This might be considered unfair towards the other children

but in practise, it is not as we took the time to explain it to them.


We found very early on that everyone, neuro-typical or not have certain weaknesses and strengths unique to them.

It is up to us to identify and understand these differences and make our children not only aware but teach them to

embrace them. i.e. a) Gary might notlike noise, but he is very clever and the children will always ask him for help on the playground etc. b) Kate has autism and talks funny, but she makes the best dragons and dinosaurs out of paper and all

the children know and acknowledge it. It is very hard work to teach an inclusive class, but it is extremely rewarding;

all the children benefit from it, because the teacher can differentiate and therefore can stimulate the exceptionally

bright child in the class too.






Classroom 1:


Mainstream : 9 learners

Autism spectrum disorder: 4 learners

Cerebral palsy: 2 learners

ADHD: 3 learners

Severe Apraxia: 1 learner.

1 teacher

1 facilitator

1 assistant teacher





Classroom 2:


Mainstream: 10 learners

Down syndrome: 2 learners

Autism spectrum disorder: 4 learners

ADHD: 4 learners

1 teacher.

1 facilitator.

1 assistant.

Example of composition of two of our current classrooms: