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Inclusive teaching myth-busting

Myth 1

“Inclusive teaching is all about what schools do differently for pupils with additional needs.”

Inclusive teaching is about helping every child to participate and succeed in school. As captured in the SEND Code of Practice (2014), some pupils with additional needs will require support that is additional to or different from what is generally available to other pupils. However, inclusive teaching is also about considering aspects of universal provision that benefit all pupils but are especially important for pupils with additional needs. Effective inclusion strategies consider both elements.

Myth 2

“The more adaptations teachers make, the more pupils will learn.”

Evidence does not strongly support the idea that the more adaptations teachers make, the more pupils will learn. Any adaptation can be effective or ineffective, and ineffective adaptations can hinder learning. For this reason, it is important to support teachers to understand what makes adaptations effective and to monitor their impact with care.

Myth 3

“Interventions are the most important way to support pupils with additional needs.”

While targeted interventions can help, they are most effective when they supplement – rather than replace – effective everyday teaching. Strong universal provision reduces the number of pupils who require additional support and creates the conditions in which targeted interventions are more likely to succeed.

Myth 4

“If a pupil has a diagnosis, we automatically know the best way to support them.”

A diagnosis can provide useful information, but may not determine what support will be most effective in supporting learning. Pupils with the same diagnosis can have very different strengths, needs and experiences and these can change over time. Effective support is informed by ongoing assessment, evidence-informed decision making and ongoing monitoring of impact.

Myth 5

“Teachers need specialist expertise before they can effectively support pupils with additional needs.”

All teachers should continue to deepen their understanding of effective inclusive practice throughout their careers, and in many cases this will include the development of specialist expertise. However, inclusive teaching does not begin with specialist knowledge. It begins by attending to elements of universal provision that benefit all pupils, but that are especially important for pupils with additional needs. Doing so is an invaluable contribution that every classroom teacher can make.