Strong classroom practice with carefully chosen adaptations key to inclusive teaching

Designed to support schools as they develop their inclusion strategies – which all schools are required to publish by the end of this year – the EEF Guide to Inclusive Teaching helps leaders and teachers embed effective inclusive practice by setting out what this looks like in the classroom.

High-quality everyday classroom practice is especially important

The guide emphasises that excellent classroom practice is at the core of inclusive teaching.

It highlights universal approaches that benefit all pupils, while being particularly important for those with additional needs. These include explicit instruction, effective feedback, scaffolding that gradually builds independence, positive teacher – pupil relationships, and calm, predictable classroom environments.

Getting these approaches right is the foundation of inclusive teaching. When implemented consistently, they improve learning for all pupils while reducing – though not eliminating – the need for additional targeted support.

Adaptations that strengthen, not hinder, learning

The guide also highlights that, as a core part of this, some pupils will require adaptations and additional support to access high-quality teaching. But the ​‘myth-busting’ section of the guide emphasises that more adaptations may not on their own, mean more learning.

Distinguishing between effective and ineffective adaptations is one of most consequential challenges of inclusive teaching practice.

While adaptations are often introduced to support access and participation, some well-intentioned approaches can reduce cognitive demand, lower expectations, or unintentionally limit opportunities for pupils to think deeply and develop independence.

Effective adaptations, the guide argues, are often about increasing the intensity of high-quality teaching rather than changing its fundamental nature.

A simple framework for inclusive teaching

The guide introduces a practical two-part framework:

• Universal approaches – evidence-informed classroom practices that benefit every pupil and are particularly important for pupils with additional needs.
• Adaptations and additional support – classroom adaptations, small-group teaching, one-to-one support and targeted interventions used where needed to enable pupils to access high-quality teaching.

It emphasises that these elements work together and overlap. Strong universal approaches provide the foundation, while carefully chosen adaptations and targeted support ensure individual pupils receive the support they need to succeed.

Supporting schools to put evidence into practice

Alongside the guide, the EEF has published practical implementation resources, including scenario-based professional development materials for teachers and school leaders.

Together, these resources are designed to help schools develop coherent, evidence-informed inclusion strategies that strengthen teaching for every pupil.