Every child has the right to learn, grow, to develop in the early years and be supported by their parents and community. When they are in the certain age, they have the right to be welcomed and feel included by their school and the community. Inclusive education is system, where children with special educational needs can learn alongside others in the same classroom, and where the school will adopt diversity and equal opportunity. In inclusive school, the staff needs to have the right training, be very supportive and need to respond to the need of children (Education Scotland, 2015). In Megan (The Open University 2017) video, can be seen how inclusive practice has positive impact for children and parents. Megan has speech and language difficulty what affects all areas of learning. The reason why Megan needs additional support, is because she has hearing problems and is experiencing difficulties to understand speech, therefore she needs support in the form of a teaching assistants, so she knows how to use words and sentences in communication. Megan’s mother mentioned in the video, when Megan started school, that she did not like any changes and she used to scream in the bus and her speech was limited. And because Megan’s school is responsive to her requirements and teaching assistants, who also speak sign language, are collaborative with teachers, parents and children, Megan doesn’t seem to experience many barriers. Megan’s Primary School Special Educational Needs Policy (2017) states that “All children are given the greatest possible access to a broad, balanced and relevant education, both in academic and life skills. This includes children with special educational needs”. Megan’s school works collaboratively on removing barriers for children, for example to make sure that no child is discriminated against, in their curriculum they have policy what says that Admission Policy criteria apply for all children. Megan’s school is also easily accessible for physically disabled students. Teachers and assistants work closely with the speech and language therapists , and outside agencies like educational psychologist or with service for Hearing impaired children, to ensure their needs are being met and relevant support is in right place. And because of the progressive removal of barriers to learn, Megan is not only making progress but also making friends in her school (The Open University 2017).