Creating Inclusive Classrooms: Evidence-Based Products That Support SEND Pupils

Adaptive teaching is vital in ensuring an inclusive environment within the classroom. Over the years, it has become increasingly evident that pupils’ needs are constantly changing and it is therefore pivotal that teachers adapt their teaching approaches to meet the diverse needs of all learners. The Department for Education emphasises that high quality teaching, adapted to meet the needs of all pupils, is the first step in responding to individual differences. By employing a range of strategies and resources, teachers can reduce barriers to learning and ensure that most pupils are able to access the curriculum effectively.

Manipulatives

In mathematics, manipulatives remain a valuable resource even in upper Key Stage Two, including Year 6. By making manipulatives available to all pupils, teachers can limit any stigma associated with their use and promote a classroom culture where different learning approaches are accepted. Research by Bruner suggests that children learn best when they progress from concrete experiences to pictorial and abstract representations. Numicon is a particularly effective manipulative as it allows pupils to visually represent calculations, supporting conceptual understanding of number and place value. Studies have shown that the use of concrete and pictorial representations can significantly improve mathematical understanding and retention, particularly for pupils who struggle with abstract concepts.

Timetable grids

Timetable grids placed on desks can also be highly effective in reducing cognitive overload. Cognitive Load Theory, developed by Sweller, explains that working memory has a limited capacity. When pupils are required to recall multiplication facts while also applying a new method, this can overload working memory and hinder learning. Providing timetable grids allows pupils to focus on the mathematical method being taught rather than the recall of multiplication facts, enabling greater success and confidence. This simple adaptation can make mathematics more accessible and inclusive.

Cuisenaire rods

Cuisenaire rods are another vital manipulative, particularly when teaching multiplication and division. They allow pupils to explore mathematical relationships and patterns in a concrete way, supporting deeper conceptual understanding. Research indicates that manipulatives are most effective when they are used purposefully and linked explicitly to abstract mathematical concepts.

Literacy

Literacy can be more challenging to adapt to meet the needs of all learners, particularly for pupils with additional learning needs. However, the use of assistive technology can significantly reduce barriers. Clicker 7 is an effective tool that supports pupils with writing tasks by offering features such as text to speech, word prediction and speech to text dictation. Research into assistive technology suggests that tools like Clicker can improve pupils’ independence, motivation and written outcomes, particularly for pupils with special educational needs or language difficulties. By allowing pupils to record their ideas through dictation and hear their work read aloud, Clicker 7 supports both the planning and editing stages of writing.

Talking tins are also a valuable tool in literacy. They allow pupils to rehearse sentences orally before writing, which is particularly beneficial for pupils who struggle with working memory or sentence construction. Research highlights the importance of oracy in developing strong writing skills, as verbal rehearsal helps pupils organise their thoughts and improve sentence structure.

In conclusion, adaptive teaching is essential in creating an inclusive classroom where all pupils are supported to succeed. By thoughtfully selecting and using resources such as manipulatives, assistive technology and practical tools, teachers can reduce barriers to learning and meet the diverse needs of their pupils. Research consistently shows that adaptive teaching strategies enhance engagement, understanding and outcomes, ensuring that all pupils are given the opportunity to access and thrive within the curriculum.