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Five principles to support more inclusive teaching
Project studies what successful inclusion looks like
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By Peter Clark (Senior Editor, Autism Info Center) Monday 24th November 2025 |
A recent article by Elin de Zoete, published by Tes, explains five key principles behind more inclusive teaching, drawn from the sector-led "Inclusion in Practice" project.
This initiative gathers examples of good practice while the UK Government's SEND White Paper faces delays.
The first principle highlights that pupils share more cognitive similarities than differences.
Evidence-based strategies like clear instruction benefit all, but particularly support vulnerable learners.
Second, adaptive teaching is central to inclusion.
This focuses on removing barriers for all pupils-using techniques like pre-teaching vocabulary and "hinge questions"-rather than layering separate interventions.
Third, schools must invest in workforce development.
Continuous, accessible professional development for all staff (teachers and teaching assistants) is crucial, treating inclusive practice as a core skill, not a niche specialism.
Fourth, genuine inclusion requires pupil and family voice.
Schools must build trusting partnerships with parents and actively use pupil feedback to understand what truly works from their perspective.
Finally, the article notes that while challenges like funding and attainment gaps persist, the project demonstrates that effective inclusion is achievable now.
Schools are already implementing successful strategies within the current system, providing models for others to learn from.
Source: Tes (UK)
https://www.tes.com/magazine/teaching-learning/general/
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