Step 1: The teacher first identifies each student's specific needs and modifies the game itself, changing equipment, rules, or the playing area, so a student with a physical or sensory limitation can still take part meaningfully.
Step 2: During play, the teacher builds a peer-support system, pairing students so classmates naturally include and assist one another rather than leaving anyone out.
Step 3: The teacher makes sure the physical setup, ramps, safe flooring, appropriate spacing, is genuinely usable by every student, preventing accessibility itself from becoming a barrier.
Step 4: Finally, the teacher gives every student individual attention and positive feedback, recognising each child's effort and strengths so that participation feels valued rather than tolerated.