Practical advice for inclusive science teaching

Inclusive teaching is good teaching for all pupils regardless of their ’label’. Planning teaching for pupils with SEND should be part of the planning done for all pupils, rather than as an add on. It doesn’t need to be time-consuming, but a range of opportunities for pupils to demonstrate what they know and can do is important. The effectiveness of this should be judged primarily by the quality of students’ learning and their progress, regardless of label.

For some categories of need, simple steps are often sufficient to better include, or reduce safety risks for, young people in chemistry lessons.