Creating inclusive classrooms: strategies for success

In 2024, the National Audit Office (NAO) highlighted the crisis in the SEND system, noting limited progress in making mainstream schools more inclusive. Without further investment and changes, the gap between SEND pupils and their peers may continue. In the meantime, educators and schools can take steps toward creating inclusive classrooms. 

The number of pupils with special educational needs (SEN) has increased over the last five years. Schools today recognise the importance of accommodating pupils with disabilities to ensure they receive the same education as their peers.

Inclusive classroom challenges

Learners' needs vary - from physical disabilities to neurodiverse conditions such as dyslexia and ADHD. Educators need to ensure all pupils feel included, understood and confident.  Supporting SEND learners needs thoughtful strategies. 

How to create an inclusive classroom

Although classroom modifications are for specialist SEN support, they benefit all learners. Tweaks in the classroom can make a significant difference. Start with a sensory audit before making changes. Do your learners need accommodations?

Layout

The physical layout of the classroom should promote accessibility and comfort for the entire class. For physically disabled pupils, ensure that their seating arrangement is accessible. Is there space for mobility aids, clear sightlines to instructional areas, and proximity to support resources? Advocate for accessibility, as accessible resources and accommodations help create an inclusive learning environment.

Implement a classroom seating plan. Doors and windows may distract some SEN learners, so consider this when planning. School classrooms should be tidy and organised, with materials labelled. Transparent storage boxes can help the class find what they need. A clean, uncluttered learning environment goes a long way in reducing distractions. This can help SEND learners stay focused.

Organisation 

ADHD and autistic learners function better without anxiety about what lies ahead. Visual timelines are a good way to ensure the student knows what is happening during the day. This could be a plan of the day on the board or lesson structures.  Displaying visual cues, including wall charts, timetables, and colour-coded resources, can aid navigation and understanding. Displays should contain material that pupils can refer to in lessons. Some learners, especially those with autism, may need sensory deprivation to focus and avoid being overwhelmed. Yet, it should not be so bold or detailed that it overwhelms learners or distracts them from their learning. 

Your classroom should be a calm environment and free of excessive noise. A quiet classroom area with noise-reducing headphones, blankets, dim lights, and minimal sound can also help SEND pupils. Some learners who need help with writing, such as dyslexic learners, might need more time in a quiet environment.

Resources

Ensure you have enough resources and supplies for the term. ADHD and dyslexia learners often struggle with planning projects, organising tasks, and managing time. Educators can help by providing charts, folders, checklists, calendars with deadlines, and/or post-it notes in classrooms. Supply headphones, calculators, or large-print text for learners who may need them. 

Safe and inclusive

Ensure your classroom is a safe space to ask questions. Research shows pupils in psychologically safe classrooms have more self-confidence and better wellbeing.

As learners with ADHD often don’t sit still for long, giving them an errand gives them a legitimate reason to get away from their desks. This could include collecting class assignments or wiping down whiteboards. Small tasks provide a purposeful movement break while keeping them engaged and contributing to the classroom. 

A well-designed classroom supports learning and aids independence and confidence in SEND pupils. Although classroom modifications are for SEN support, they benefit all learners. Classroom tweaks can make a significant difference. 

Technology 

Assistive technologies like text-to-speech software, interactive learning platforms, and Universal Design for Learning resources can enhance classroom inclusivity by adapting teaching to meet diverse needs. Learners feel embarrassed when an educator has to assist them in front of the class. Text-to-speech technology enables learners to have written content read aloud by a computer or tablet. 

Planning lessons

Planning is key to helping SEND learners in the classroom. Consider instructional strategies that support inclusive education:  

• Be ready to adapt your teaching style depending on the learner's responses to your topic.

• Design kinaesthetic lessons to get the class moving.  Neurodivergent learners don’t learn well when they sit for a long time. 

• Use a multi-sensory teaching approach so a learner’s brain can process and store information. Paired learning, small groups, and peer tutoring gives every pupil access to learning.

• Ensure your plans enable you to check in with your SEND learners. 

During the class

All pupils have varying attention spans, with SEN learners like those with ADHD particularly prone to distraction. All pupils learn best with an engaging curriculum. To maintain engagement, consider:

• self-paced work

• different teaching methods to maintain interest

• colour-coded plans

• games

• interactive learning tools

Using bite-sized chunks in teaching benefits all learners. Rosenshine’s second Principle of Instruction highlights the importance of presenting information in small, sequential steps. Breaking down information into manageable pieces helps SEN learners process and understand information. 

Decrease the emphasis on time in class exercises.  Some SEND learners become anxious with deadlines and time pressure. The common phrase “This should only take five minutes to complete” can cause extra stress for some learners.  Stay flexible about how long activities take, offer extra time, or modify for those who need it. 

Particular times will be tricky for educators, such as the start of lessons, lunchtimes, or setting homework. At these times, a teaching assistant can help. If this support is not available, adapting transition times can help. 

Often, SEN learners need reminders of classroom rules to consolidate them as part of the school day. Praise those in the class who follow the rules. Give corrective feedback immediately and in private after negative behaviour.

Get classroom support

In 2023, only 20% of SEND pupils met the expected reading, writing, and maths standards at Key Stage 2. Without the right support, pupils fall behind their peers. This impacts their future life chances.

When SEN pupils learn new topics or prepare for exams, SEN teaching assistants and tutors can support those who need it. Tutors and teaching assistants can help SEN learners remain focused on areas they struggle with. Utilising the teaching assistant’s skills can help learners keep up. 

The importance of an inclusive classroom

SEND learners can be challenging to teach, but they bring many positive qualities. Strengths can include: creativity, energy, enthusiasm, and a desire to learn. Look for ways to allow neurodivergent learners to shine in front of the class. Creating an inclusive classroom will help them achieve better academic outcomes. 

Most teachers will encounter SEND learners in mainstream settings. Don’t limit your expectations because of a label. Believe in the potential of your SEND pupils and encourage them to achieve their best. 

Contact Teaching Personnel today to enhance the special educational support in your school. We connect schools with dedicated educators who understand and advocate for SEND provision.