Supporting Pupils Through Inclusive Mainstream Practice
Inclusive education is about more than placing all children in the same classroom. It’s about making sure every learner regardless of their ability, background, or needs has the right support to learn, grow, and belong.
In the UK, this approach is captured by Inclusive Mainstream Practice (IMP): a framework that helps schools, colleges, and councils reimagine teaching, environments, and support so that inclusion isn’t an “add-on” but the everyday standard.
Breaking Down Barriers to Learning
At the heart of IMP is a simple but powerful belief: it’s often the system, not the child, that creates exclusion.
This means schools must look closely at what stops pupils from fully engaging and then tackle those barriers head-on. That could involve:
Adapting the physical environment (making navigation easier and safer).
Rethinking how lessons are delivered.
Changing assessments so they reflect different ways of learning.
Building a school culture where inclusion is lived, not just spoken.
Instead of expecting children to “fit in,” IMP challenges us to reshape spaces and practices so that every child can thrive.
The Power of Teamwork
Inclusive Mainstream Practice isn’t something a single teacher can carry it’s a whole-school effort.
Multidisciplinary teams (teachers, SENCOs, therapists, family support workers) collaborate to share expertise.
Leadership drives culture, making sure inclusion is part of policy and practice.
Families and communities are involved, ensuring support extends beyond the school gates.
Regular check-ins, shared training, and consistent adaptations mean children experience inclusion in both small details and big decisions.
Supporting Pupils with Visual Impairments & Neurodivergence
IMP has particular impact for pupils with visual impairments or who are neurodivergent (autism, ADHD, sensory processing needs).
For pupils with vision loss: accessible materials, assistive technology, and mobility training can transform independence.
For neurodivergent pupils: predictable routines, reduced sensory overload, and flexible learning pathways support focus and wellbeing.
An inclusive school doesn’t force all children down the same path it adapts the path to meet their needs.
Adding Accessibility Through Tactile Markers
One practical step schools can take is integrating tactile markers into their environment.
These textured, high-contrast indicators:
Help visually impaired pupils navigate corridors, doorways, and stairways.
Provide predictable cues for neurodivergent learners who thrive on structure.
Reduce anxiety by making the environment easier to interpret.
By turning walls, floors, or doorways into guides, tactile markers transform school layouts into spaces that support independence and confidence.
Moving Toward Truly Inclusive Schools
Inclusive Mainstream Practice gives schools the framework. Tools like tactile markers make it real.
By weaving these supports into everyday environments, schools move beyond compliance they create places where all pupils can participate, learn, and belong.
