The plans should also include orientation and mobility skills, facilitating peer support and mentoring, facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community, and disability awareness, with an increase in disabled teachers. Implementing these sounds daunting, but it does not require every teacher to learn Braille or sign language. Specialist, resource and itinerant teachers are needed to support the development of the necessary learning of specific skills, like sign language and Braille. Too little time and effort goes into working on an inclusive pedagogy that will reduce the number of individual adjustments necessary for children with various impairments.