By Tabitha Goodison - Teacher and Co-Founder of Goodysphere
The Best Inclusive Environments Don’t Have Anything Special
When we think about supporting children with SEND through play, we’re often encouraged to ask how we should adapt our environment. But perhaps we’re asking the wrong question. What if, instead of adapting play for some children, we designed play that worked for every child from the very beginning?
Childhood is not a universal experience. Talking to anyone around you can confirm that. But one universal principle in childhood is play. The problem is, when we approach adapting play for children with additional needs, though we mean well, we can unintentionally reinforce the idea that some children need a different childhood.
How do we create play experiences that every child can access?
Inclusion starts long before any child enters your learning environment. Look around your space now and consider what potential barriers your environment possesses: do you have bright lights, stepped access or even just a lack of a quiet zone? Rather than reacting to something that a child finds challenging, it’s better to anticipate those barriers in advance and do your best to remove or minimise them before the child ever experiences them. By taking a proactive approach, you are also assisting so many other children within the classroom, without even realising it, as inclusive practice makes a better learning environment for everyone.
The most inclusive environments don’t have something special for everyone. They offer enough flexibility for everyone to belong. A quieter space for example can help a child whose sleep is disrupted by a newborn sibling, while a visual timetable can provide reassurance and predictability for a child from an unpredictable home environment.
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For more ideas and inspiration visit
ypo.co.uk/littlelearners
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