For Every Child: Practical Approaches to Inclusion and SEND Support

For those with SEND (Special Educational Needs and Disabilities), the right support in a mainstream setting can make the difference between just being present and truly being able to learn.

When we hosted a webinar on inclusive approaches, the interest was overwhelming as more than 400 teachers signed up. That tells us something important: teachers want practical ideas they can trust, and they want to get inclusion right.

Our speaker, Sandra Tibbles from Childhood Matters, has spent years working with schools on exactly this challenge. She combines deep knowledge of child development with day-to-day experience of classrooms. Her strength lies in showing how small, manageable changes can open the door for children who might otherwise struggle. Sandra also shares her personal experience as a parent of neurodivergent children:

Sandra reminded us that inclusion doesn’t have to be complicated. Often it’s about noticing where barriers exist and making small adjustments.

She talked about flexible grouping, breaking tasks into smaller steps, and presenting instructions in different ways. A child who struggles with written instructions might respond better to visuals or short verbal prompts. She also emphasises the idea that visual prompts benefit everyone, further improving the inclusivity that catering for SEND students brings.

Sandra also stressed the importance of teacher confidence. Inclusion isn’t about perfection. It’s about feeling able to try, adjust, and reflect. That confidence grows when schools create space for teachers to share ideas, ask questions, and work together.

When teachers feel supported, they are more willing to experiment and adapt. That sense of collective effort makes inclusive practice more sustainable.

The session left us with a clear message: inclusion is built through steady, intentional steps. Teachers don’t need to overhaul their classrooms overnight. They need to identify small changes that make children feel secure and capable, and build from there.

Three ideas to carry forward:

• Begin with simple routines and structures that benefit everyone.
• Offer choice wherever possible so children can show what they know in different ways.
• Keep building confidence through shared practice and conversation.

Inclusion shouldn’t be an extra, it’s part of what makes classrooms stronger. And when children see that difference is valued, they learn the most important lesson of all: that they belong.