Inclusive classroom strategies to establish for the new academic year

  • Implement strong and consistent routines into the day so that the children will know what to expect. Routines help to create order and predictability.  

  • Encourage independence as much as possible. If a child is able to do something themselves (i.e. write the date, get resources and tidy resources away, write a timetable for the morning) ensure they are empowered to do this by staff. Visual resources can act as a support to remind (e.g. a list of items they need on their desk or questions of how to ask for help). These personalised visual resources can be much more effective to support the child and promote independence rather than an adult regularly reminding them.
  • Share effective strategies with colleagues. If a specific strategy has worked well in supporting a child, ensure this is passed on to other teachers and support assistants to empower them to also support or communicate with a child this way. This is especially important when the child has different teachers for different subjects.

  • Use the child’s/ children’s interests to engage them in lessons and tasks (e.g. involving favourite subjects in writing or favourite characters in Social Stories or visual reminders.

  • Ensure activities are motivating and engaging. Gain children’s attention by using exciting and motivating resources or activities. This is especially true if a child or particular children find it challenging to engage

  • Ensure the use of visual of physical resources to enhance understanding during lessons. This could be using pictures, symbols and/or physical resources. Multi-sensory teaching is highly inclusive as it involves lots of different sensory elements that children can engage with and will learn from in different ways.

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Steph Reed

Hi I’m Steph Reed, an Autism Specialist Teacher and Consultant. Following 10 years of teaching many incredible autistic young people with complex needs, I developed and led a School Autism Outreach Service, and have also been part of a senior leadership team as SENCo and Inclusion Leader. I now provide outreach, training and consultancy with practical support to schools, services and families using personalised, child-centered and evidence-based approaches. I also have personal experience of learning ‘differently’ and with success! I am here to support you in feeling confident and skilled in meeting diverse needs and ensuring children are reaching their potential.


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