I think that, first and foremost, it's quite likely that whatever you do for children with disabilities is going to benefit all children, so don't see it as a separate thing. Oftentimes they will invite us to come and work with them but then have it as a siloed thing as part of their overall education program. This should be embedded across all of the aspects of the program, not just maybe a little section on disability-inclusive education for teacher training or something, or accessibility, which might be what people assume, or counting the number of children with disabilities in the classes, or something around data collection but not across the board.
Actually, the best way of including disability-inclusive education is literally at all levels, embedding it everywhere. Until you do that, it's not going to be true disability inclusion. I'm not saying that everybody might do this, but there can be a sort of disability-washing mentality around ticking the box for doing disability inclusion but not doing it throughout the whole program.
That is my biggest piece of advice, and that inclusion does cost money. You can't allocate a really tiny amount of funding, 2% or something, for disability and expect that your entire education program is going to be fully inclusive—it will be a touch, an absolute drop in the ocean. To go back to the funding point, in being mindful to do it well, it actually should be given a sufficient budget allocation.