Inclusive Lesson Planning

Anticipate Roadblocks

When I plan my lessons, I try to see the whole picture. I look at the unit as a journey and think about what I want my students to achieve by the end of the term. But just as importantly, I try to anticipate possible roadblocks along the way. 

Those roadblocks are often predictable: unclear instructions, unfamiliar vocabulary, cognitive overload, attention demands, or the pressure to perform too soon. When we anticipate them, we can build support into the lesson before frustration appears—And if something goes off our radar, which can happen to any of us, students should feel supported enough to face frustration and comfortable enough to ask for help.

Offer Multiple Means of Representation

This means presenting the same content in different ways. Spoken explanations paired with visuals help students who don’t process oral information at the same speed. Visuals anchor meaning. Physical cues and real objects (realia) connect abstract language to concrete experience. Some students understand better by listening, others by reading—and when we use both channels, comprehension deepens. This is why I love coursebooks that include audio in their readings. 

Plan for Emotional Safety

Planning for inclusion also means planning for emotional safety.

Students are far more willing to take risks when they feel safe. They speak, write, and participate when they know mistakes won’t expose them or define them. That sense of safety should also be designed. 

From day one, we can lower the emotional stakes by including predictable routines, low-risk entry points, time to think before speaking, and opportunities to rehearse ideas with a partner before sharing publicly. 

At the same time, it’s important to be honest about the limits of what teachers can—and should—do on their own.

Some Students Need More Than Classroom Support

Some students come to our classrooms carrying trauma or facing challenges that require very specialised support. In those cases, inclusive planning is not about “fixing” everything through classroom strategies alone. Teaching assistants, therapists, psychologists, and specialist teams are essential. The kind of support these students need is often complex, and long-term, and it cannot rest solely on a teacher’s shoulders.

This matters because inclusion is not about asking teachers to do more and more. It’s about doing what is within our role thoughtfully, while recognising when collaboration and external support are necessary. An informed teacher can offer predictability, safety, and flexibility, but it cannot replace therapeutic intervention. 

Plan for Choice

Finally, I always plan for choice. When we give students options, they can show understanding through their strengths rather than being limited by their weaknesses. For example, if the task is to narrate a story, an inclusive version might sound like this: Look at the pictures and narrate the story in pairs. Use sentence starters or a word bank if you need support. Choose how to narrate: write your story, record your voice, or act it out. Projects work particularly well here, as they naturally allow multiple ways of demonstrating learning.

All in all, inclusive classrooms are built on inclusive plans. Very small decisions—made early and intentionally—can benefit all learners without taking over our lives or our planning time. And when students need more than what classroom strategies can offer, inclusion also means advocating for the right support systems around them.

This is the checklist I use to make sure my lesson plans are truly inclusive:

• The purpose of the lesson is clear and visible. 
• Possible roadblocks have been anticipated and planned for. 
• Content is presented in more than one way. 
• Emotional safety is actively supported. 
• Students have a choice in how they show understanding.

What about you? How do you make sure your lessons reach every student in the room?