The Ordinarily Available Inclusive Schools and settings’ framework sets out:
- The expectations that children and young people can have of their education setting to provide adaptive teaching, inclusive practice and what this looks like for all children and young people. It describes approaches, provision and practice that is helpful to all, harmful to none and crucial for some (Snow and Juel, 2005). It recommends strategies that anticipate and therefore prevent common barriers for learning and support equity of access to the curriculum for all.
- The simple adjustments and additions that teachers can make to their practice to enable positive learning environments for all students. These strategies will enable teachers to adapt their teaching to respond to the strengths and needs of all pupils (Teacher Standard 5).
