From Accommodation to Inclusion: building a school culture where every learner belongs

Inclusion is not a programme, it is a way of thinking

Many schools today are committed to inclusion. They invest in intervention programmes, create support plans, provide accommodations, and work hard to meet the needs of diverse learners.

Yet despite these efforts, school leaders often still ask the same questions:

"Why do some students still feel disconnected from the learning?"

"Why does inclusion appear to depend on a small team of specialists?"

"Why are teachers feeling overwhelmed by the increasing diversity of learner needs?"

The answer often lies in our definition of inclusion. For many years, schools have been working on inclusion through accommodations. If a learner is struggling, they are provided with additional support. Accommodations continue to be an important part of educational practice, but they should not be the foundation of an inclusive school (Loreman, Deppeler, & Harvey, 2010). True inclusion goes beyond support plans, interventions, and accommodations. It is built on a culture that recognises learner variability as a natural and expected part of education.

That is where Universal Design for Learning (UDL) comes in. UDL is more than a framework. It is a mindset that changes how schools think about teaching, learning and belonging.

The difference between accommodation and inclusion

In the accommodation model, a barrier is identified and support is introduced to help an individual student overcome that barrier.

For example:

• More time in assessments
• Reader or scribe support
• Revised tasks
• Assistive devices
• Extra adult support

Such adjustments are sometimes necessary and can significantly enhance access to learning. However, if accommodations are the norm for inclusion, schools can inadvertently create systems that work to fix students rather than removing barriers in the learning environment (Cook-Sather & Cook-Sather, 2023).

The questions frequently become:

• What does this student need to thrive?
• What intervention do we provide?
• How can we help this student fit into the system as it is?

Inclusive schools ask different questions:

• What are the obstacles in our learning environment?
• How do we design learning that is accessible from the beginning?
• What are some ways we can pre-plan and reduce the need to individualise accommodations?

This may be a small transition, but it dramatically changes the way schools operate.

The reality of learner variability

One of the most important principles of Universal Design for Learning is the recognition that there is no such thing as an "average learner".

In every classroom you will find students who differ in:

• Language proficiency
• Prior knowledge
• Cultural heritage
• Motivation
• Executive function and attention
• Processing speed
• Memory
• Communication preferences
• Interests and strengths

Some learners may have identified needs. Others may not. Some will be very able but struggle with organisation. Some may be learning through a second or third language. Some may just learn differently. The reality is that there is variability in every classroom, every day. Many educational systems still design learning experiences for an imaginary average student, and then add support for those who do not fit that model. UDL challenges that thinking. Instead, it encourages designing for variability from the start, rather than designing for the average and retrofitting. This approach benefits not only students with identified learning needs, but all learners.

Why school culture matters more than any strategy

Schools often ask me:

"What is the best inclusion strategy?"

"Which intervention programme should we use?"

"How can we improve differentiation?"

These are important questions. However, before any strategy can work, schools must address culture first. I have worked with schools that have tremendous resources, rich support systems, and detailed policies, and inclusion was still inconsistent. I have also worked with less well-resourced schools that had a culture of collaboration, flexibility and shared responsibility deeply embedded. The difference was not the programmes. The difference was mindset.

In inclusive schools:

• Diversity is viewed as a strength.
• Inclusion is everyone's responsibility.
• Teachers are encouraged to innovate and reflect.
• Student voice is valued.
• Collaboration is prioritised.
• Mistakes are viewed as opportunities for learning.
• Differences are expected rather than tolerated.

In schools where inclusion struggles, support often becomes concentrated within one department. Student support teams become responsible for solving every challenge. Classroom teachers may begin to view inclusion as something that happens outside their classroom rather than within it. This creates dependency rather than capacity. Sustainable inclusion requires a whole-school approach.

Universal Design for Learning: a framework for inclusive practice

Universal Design for Learning, developed by CAST, offers schools a practical framework for designing flexible learning environments that help all learners. UDL focuses on designing learning experiences that provide options and flexibility from the start, rather than creating different pathways for different kinds of students. This framework rests on three principles.

Multiple means of engagement

Learners differ in what motivates and sustains their engagement. Some thrive through collaboration. Others prefer independent work. Some are motivated by choice and autonomy, while others benefit from structure and predictability. Inclusive classrooms provide multiple ways for students to connect with learning.

This may include:

• Choice across tasks
• Opportunities for collaboration
• Real-world relevance
• Goal-setting
• Student voice
• Flexible pathways

Engagement is more than just making learning fun. It is about providing meaningful opportunities for students to connect to learning in ways that work for them.

Multiple means of representation

Students access and process information differently. Traditional teaching often relies heavily on spoken and written language. While this works for some learners, it can create barriers for others. Inclusive classrooms provide information through multiple formats, including:

• Visual supports
• Demonstrations
• Audio resources
• Graphic organisers
• Videos
• Models and examples

When information is presented in different ways, students have greater opportunities to understand and retain new learning.

Multiple means of action and expression

Learners also vary in how they demonstrate understanding. If we expect all students to show their learning the same way, we may be measuring barriers rather than knowledge.

Providing opportunities for expression can include:

• Presentations
• Written answers
• Discussions
• Projects
• Visual products
• Digital tools
• Multimedia presentations

Why UDL benefits all learners

One of the most common misconceptions about inclusion is that it only benefits students with identified needs. In reality, inclusive practices improve learning experiences for everyone. Consider captions on videos.

They may support:

• Students learning English as an additional language
• Students with hearing difficulties
• Students working in noisy environments
• Students who process information better visually

The same support benefits multiple learners for different reasons. This principle is at the heart of UDL. When we design learning environments that are flexible and accessible, everyone benefits.

The critical role of leadership

Inclusive schools are not created by chance. Leadership plays a central role in shaping the beliefs, systems, and priorities that influence everyday practice.

School leaders influence:

• Continuing education
• Resource management
• Strategic planning
• Staffing choices
• School improvement priorities

The most important leaders influence culture. When leaders consistently say that inclusion is everyone's job, staff start to embrace inclusion as part of their professional identity. When leaders are curious, reflective and want to improve, that is felt through the whole school. Inclusion cannot be delegated. It has to be led.

Building sustainable change

One of the greatest challenges schools face is moving from isolated initiatives to sustainable improvement.

Many schools introduce:

• New intervention programmes
• New tracking systems
• New policies
• New training sessions

Yet meaningful change requires more than implementation. It requires ownership. For inclusion to become sustainable, schools need shared vision, shared understanding, professional learning, collaborative structures, student voice, and continuous reflection.

References

CAST (2024). Universal Design for Learning Guidelines 3.0.

Cook-Sather, A., & Cook-Sather, M. (2023). From reporting to removing barriers: Toward transforming accommodation culture into equity culture. Education Sciences, 13(6), Article 611. https://doi.org/10.3390/educsci13060611

Loreman, T., Deppeler, J., & Harvey, D. (2010). Inclusive education: Supporting diversity in the classroom (2nd ed.). Routledge.