How can inclusive education move beyond aspiration and become embedded in everyday classroom practice?
In a recent article for the Irish Teachers’ Journal (Grady, 2024), a recent graduate of our MA in Inclusive and Special Education, Sharon Grady, explored this question through the lens of special educational needs (SEN). Sharon draws on international research, practical teaching strategies, and Irish education policy.
This post summarises the key insights, offering actionable strategies for educators committed to creating inclusive and equitable learning environments.
What Is Inclusive Practice?
Inclusive education is more than placing pupils with additional needs in mainstream classrooms. It is about building learning environments where every pupil—regardless of ability, background, or learning profile—feels respected, welcomed, and supported to achieve their potential.
Research by Ainscow, Florian, and Slee shows that inclusion is shaped by pedagogy, curriculum, school culture, and policy. It is not a fixed endpoint but a dynamic, ongoing process that evolves to meet the needs of diverse learners.
An inclusive school actively works to remove barriers—whether physical, social, sensory, or attitudinal. It adjusts the system to suit the learner, not the other way around (UNESCO, 2017).
Embracing Neurodiversity in Education
A central theme in Sharon’s article is the importance of embracing the neurodiversity paradigm. Neurodiversity recognises differences such as autism, ADHD, dyslexia, and dyspraxia as part of natural human variation—not as deficits to be “fixed” (Dwyer, 2023).
This perspective represents a shift away from the medical model of disability, which often emphasises deficits and diagnoses. Instead, a neurodiversity-affirming approach focuses on removing barriers in the environment, adapting teaching strategies, and valuing diverse ways of thinking and learning (Anderson, Or and Maguire, 2024).
This way of thinking allows educators to see the strengths and potential in each learner, rather than focusing solely on challenges. It also supports the development of a more inclusive classroom culture, one where difference is understood and celebrated (Botha et al., 2021).
Practical Strategies for Inclusive and Special Education
1. Universal Design for Learning (UDL)
UDL is a research-based framework that encourages teachers to design lessons for accessibility from the start. Rather than retrofitting or adding accommodations afterwards, UDL involves planning with flexibility in mind CAST (2018).
This involves:
Presenting content in multiple ways (visual, auditory, hands-on)
Allowing pupils to demonstrate understanding in different formats
Offering varied engagement opportunities (choice, collaboration, self-paced work)
UDL reduces stigma around “special supports” because the classroom is designed for diversity from the outset (Lambert et al., 2023).
2. Collaborative Support
Effective inclusive education is always collaborative. In Irish primary schools, classroom teachers, autism class teachers, Special Education Teachers (SETs), and Special Needs Assistants (SNAs) all play key roles.
The article highlights the value of shared planning, co-teaching, and regular communication among professionals. When teachers and support staff work together, not in parallel but in true partnership, it becomes easier to provide consistent and responsive support ((Ainscow, Booth and Dyson, 2016).
Inclusion is also strengthened when schools foster collaboration beyond staff teams, by actively involving families, specialist services (where possible), and the pupils themselves in conversations about support and progress.
3. Strengths-Based, Personalised Teaching
One of the most practical and empowering strategies explored in the article is the use of strengths-based approaches. This means moving away from a deficit model that focuses only on what a pupil finds difficult and instead recognising and building on what they do well (NCSE, 2019).
By identifying individual interests, talents, and preferred learning styles, teachers can create learning opportunities that are more engaging and meaningful (Gonzalez et al., 2017). For instance:
- A pupil with a flair for storytelling might take the lead on a class podcast project, building oral language and digital skills.
- A visual learner could create a graphic novel or create art to demonstrate their understanding of a history topic.
- A pupil who enjoys building things might use construction materials to model maths concepts.
These approaches can foster a sense of ownership and self-efficacy in learners, which could be especially powerful for pupils who have struggled with traditional methods (Florian and Black-Hawkins, 2011).
Understanding and Overcoming Barriers
While the ambition for inclusion is clear, the article also acknowledges the barriers that continue to exist in schools. These include:
- Limited time for planning and collaboration
- Overcrowded curricula that leave little space for differentiation
- Gaps in teacher training, particularly around autism, trauma-informed practice, and assistive technology
- Inconsistent access to resources and supports across schools
- Attitudinal barriers, including unconscious bias and low expectations
Tackling these barriers requires systemic change as well as school-level innovation. However, it also involves teachers being given the time and tools to reflect, adapt, and learn continuously. The Looking at Our Schools (LAOS) framework (Department of Education, 2022) encourages this by promoting structured reflection as a core element of effective teaching and learning, and by offering tools schools can use to evaluate and enhance inclusive practice.
Practical Next Steps for Teachers
The article encourages teachers to see inclusion not as an added task, but as a mindset that guides everyday decisions. Some recommended next steps include:
- Start small: Use reflective tools like Autism Level Up! to identify where you are now and plan one or two achievable changes (Laurent and Fede, 2021).
- Apply UDL principles: Even small changes, like offering pupils choices in how they engage with a task or demonstrate their learning, can make a meaningful difference to participation and outcomes.
- Prioritise relationships: Inclusion starts with knowing the child, not their diagnosis or label, but their strengths, needs, and interests. Building trust with pupils, colleagues, and families is foundational to any inclusive practice.
- Commit to ongoing professional learning: Inclusion is not static. Teachers need regular opportunities to deepen their knowledge and skills in response to changing pupil needs.
Ultimately, inclusive practice is about creating a classroom culture where every pupil feels safe, valued, and understood, and where learning is designed to work for all (NCSE, 2019). Slee (2011) prompts us to reflect on vital questions in inclusive education: who is in, who is out and who decides?
Final Thoughts
Inclusive education is not a one-size-fits-all approach. It is a responsive, reflective process that centres on listening, adapting, and evolving (UNESCO, 2017). By embracing neurodiversity, using frameworks like UDL, working collaboratively, and focusing on pupils’ strengths, teachers can build more equitable classrooms. The goal is not perfection or conformity but a sustained commitment to creating spaces where every child can thrive (Dowdy & Furlong (2019)).
Inclusive practice begins with intention, but it grows through action. And every action, no matter how small, contributes to a more inclusive future.
If you want to make a real impact in inclusive and special education, explore the MA in Inclusive & Special Education from ICEP Europe and Hibernia College. The application deadline is 18th September and you can register for an upcoming webinar for more info.
About the Author
Sharon Grady is a teacher, PhD candidate at University College Cork, and graduate of the MA in Inclusive & Special Education from ICEP Europe and Hibernia College. Her full article, Inclusive Practices in Primary Education, including all related references is published in the Irish Teachers’ Journal (2024). More of Sharon’s published articles can be found here.