: Inclusive Teaching: Challenging the myths, clarifying the evidence Inclusive teaching is the foundation of high quality classroom practice for all pupils.

Gillian Fearns, Director of Lancashire Research School, works across the North West supporting schools to implement evidence‑informed approaches. Through this work, she has the privilege of visiting a wide range of settings and seeing first‑hand the everyday, high‑quality classroom practices that enable all pupils to access the curriculum and make progress. These visits consistently highlight how strong universal provision, complemented by a structured and purposeful approach to adaptations when needed, form the foundation of effective inclusive teaching.

Inclusive teaching is not a bolt‑on, a set of tricks, or a collection of specialist strategies. It is the foundation of high‑quality classroom practice for all pupils.


The Guide to Inclusive Teaching | EEF (July, 2026) brings much‑needed clarity.


At its core is a two‑part model:

1. Universal Approaches

2. Adaptation and Additional Support

Understanding these two parts — and how they work together — is essential for schools aiming to build a genuinely inclusive culture.


Inclusive Teaching myth-busting:


The guide details and challenges 5 common myths related to principles of inclusive teaching.


Myth 1: ​“Inclusive teaching is all about what schools do differently for pupils with additional needs.”

Myth 2: ​“The more adaptations teachers make, the more pupils will learn.”

Myth 3: ​“Interventions are the most important way to support pupils with additional needs.”

Myth 4: ​“If a pupil has a diagnosis, we automatically know the best way to support them.”

Myth 5: ​“Teachers need specialist expertise before they can effectively support pupils with additional needs.”

The reality of effective inclusive teaching and practice is far- removed from these statements. Inclusive teaching is about helping every child participate and succeed. Inclusive teaching begins with strengthening universal provision that benefits all pupils and is especially important for those with additional needs.


Combatting Myth 1 and 2:

How ​‘visible’ and ​‘identifiable’ are pupils with additional needs within the classroom? Is it the case that a practitioner has a ​‘set of tricks’ and a whole host of resources and strategies in place assuming that the pupil will learn more? Does this mean that they are in fact are hindered from accessing high quality whole class instruction?


In schools where practice is strong, inclusive teaching is implemented as a whole‑class endeavour first, with targeted support layered on top when necessary. Adaptations are targeted, temporary, and evidence‑informed — not a growing list of ​“things we do.”


Tips for effective practice:

• Well- considered curriculum design featuring lessons using strong universal principles such as explicit instruction, careful task design, and structured talk so that fewer pupils encounter avoidable barriers.

• Use whole‑class scaffolds (e.g., worked examples, guided practice, visual models) that support all pupils but are particularly beneficial for those with additional needs.

• Plan adaptations only when needed, ensuring they are connected to the curriculum rather than separate from it.

• Provide whole staff team PD so universal approaches and adaptations are aligned, not competing.

• Train staff how to choose adaptations deliberately, using principles such as reducing cognitive load, clarifying language, or supporting independence.

• Avoid over‑scaffolding, ensuring pupils still experience challenge and opportunities for independent practice.

• Use ongoing assessment to decide whether an adaptation is helping or unintentionally creating dependency.

• Review adaptations regularly, removing or adjusting them when they are no longer needed.

As schools are required by the Department for Education (DfE) to publish an Inclusion Strategy by December 31^st, the guidance from EEF supports school leaders to consider inclusive teaching as a powerful opportunity to make a lasting difference. By strengthening practice, building collaboration, and supporting every learner to thrive, we can celebrate improved outcomes for all pupils.


For further guidance and support, please see:

Education Endowment Foundation (2026) Guide to Inclusive Teaching. Available at: Guide to Inclusive Teaching | EEF

Education Endowment Foundation (2024) A School’s Guide to Implementation: Guidance Report. London: Education Endowment Foundation. Available at: A School’s Guide to Implementation | EEF

Department for Education (2026) Developing an inclusion strategy using the inclusive mainstream fund. London: Department for Education. Available at: Developing an inclusion strategy using the inclusive mainstream fund – GOV.UK


Education Endowment Foundation (2021) Effective Professional Development: Guidance Report. Available at: EEF-Effective-Professional-Development-Guidance-Report.pdf