ABSTRACT
Inclusive education, to be successful, requires input and support from many different sources (Patterson, 2011; UNESCO, 2009). Rarely are mainstream teachers left entirely to their own devices to plan and implement appropriate instructional programmes for students with special needs in inclusive classes. When teachers receive adequate support they feel more able to meet the daily challenges involved in addressing student diversity (Stitt, 2010). Being aware of sources of support, and being prepared to access them, is the hallmark of an effective inclusive teacher.
