Inclusive learning isn’t just about integration - when a child is accepted in the classroom but little attempt is made to adapt the learning environment, the curriculum and assessment. The child may be present but is not able to learn, and this is no longer acceptable practice.

Instead inclusive practice is when:

  • The staff, family and specialists work together to make sure the learning environment is accessible and to support the needs of every child in the class.
  • The curriculum is adapted to make sure that it is broad, balanced and relevant to the individual.
  • Assessments are tailored with each stage broken down into small, relevant steps to show progress.
  • Everyone on the staff team is committed to delivering high-quality inclusive practice and has access to the information, training and specialist support to meet the needs of each child.
  • Staff, family and specialists share information and strive towards best practice, with the whole team working and learning together and the child or young person at the centre.

Learning Together

A guide for teachers and special educational needs co-ordinators

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Learning Together

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