Although many studies have been published about inclusive education there is still a prevalent displeasure around the world with the inclusive capabilities of many schools and teachers. Despite the fact that teachers generally follow the rules suggested by the literature that lead to inclusion it seems that something is still missing. In my opinion it is that teachers and schools fail to spot and pay attention to certain details and that this has a major effect on their efforts to provide equal participation in teaching and learning for all students. My argument in this paper is that if we pay attention to and consider those particular details it may help us to provide more inclusive practice.