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This article highlights a model of inclusive education funding which connects funding to the school rather than the individual child. Tagging the funding to the child encourages schools to label the child as the 'problem' and to emphasise the severity of their disability. Instead, it is proposed that funding be linked to a teacher's self-evaluation of their capacity and needs, given their particular classroom situation. This model respects the individuality of students and teachers, rewarding schools who seek to improve their overall inclusive capacity.