A/HRC/4/29 page 24 − Allocate financial resources for the adequate accommodation of all students and for technical assistance to support ministry of education officials, at the district, school and classroom level; − Revise testing methods to ensure that accommodation is made for students with disabilities; (e) Provide pre-service and in-service training to teachers so that they can respond to diversity in the classroom. To this end, States may therefore need to: − Train teachers in classroom techniques such as differentiated instruction and cooperative learning; − Encourage persons with disabilities to train as teachers; − Use pyramid training techniques where teachers, once trained in inclusive education methodologies, teach other teachers and so on; (f) Provide training to educational administrators and support staff on best practice in response to individual student needs. States may need to: − Provide models of practice that provide support such as “school-based support teams”; − Provide regular access to new knowledge on school and classroom “best practices”; (e) Ensure that conditions that constrain teachers to teach inclusively are addressed. To do this, States may need to: − Address class size. Smaller class sizes are generally considered to be most effective; − Revise and adapt curriculum content in accordance with best practice; − Ensure that school buildings and materials are accessible to children with disabilities; − Contribute to, cooperate with and disseminate ongoing international and domestic research into best practice as it relates to inclusive education; (f) Invest in inclusive early childhood care and education (ECCE) programmes, which can lay the foundation for lifelong inclusion of children with disabilities in both education and society. States may need to: − Undertake a consultative process, including disabled people’s organizations and groups for parents of disabled children, to develop a national ECCE policy;