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INCLUSIVE TEACHING Who can participate? What must change?, Learner voice…
INCLUSIVE TEACHING
Who can participate?
What must change?
01 KNOW THE LEARNER
Recognise culture, language, Country,
strengths and support needs (T3, T5–T8)
Ask the learner:
What helps you participate?
#
Challenge assumptions:
language difference ≠ disability;
consult local cultural knowledge (T3)
Twice-exceptionality: recognise BOTH
giftedness and disability (T8)
#
Hypothetical: demanding inquiry +
accessible text + explicit reading teaching
02 REMOVE THE BARRIER
[Consult → agree individual adjustments)
(Department of Education, 2026)
Enable participation on the same basis;
maintain meaningful challenge (T1–T2)
Ian: keyboard access changes the
response method, not the English goal
(T1, slides 21–22)
Check assessment validity:
does the response show the intended skill?
03 DESIGN FOR PARTICIPATION
UDL anticipates barriers: engagement,
representation, action & expression
(CAST, 2024)
Differentiate content, process, product
and environment using assessment
(Tomlinson, 2017; T4)
ASD / ADHD: agree sensory or movement
options; check their effect (T8)
Physical / sensory: accessible routes,
materials and communication (T7)
Learning / intellectual needs: explicit
steps, guided practice and checks (T5, T9)
Universal access complements
individual adjustments
04 LISTEN, CHECK, ADAPT
Share decisions with the learner,
family and professionals
Check learning, participation,
belonging and independence
#
Proposed checks: work samples,
contribution, prompts and learner feedback
Agree actions, responsibility
and a review date
Review → retain effective support;
adapt what is not helping
Fade teaching prompts when appropriate;
retain needed access supports (T9)
SUCCESS: belonging • agency
participation • progress
A place in the room is the beginning.
Learner voice shapes adjustments
Strengths and needs guide differentiation
Evidence refines differentiation