The learner cannot get started.
Make the first step visible. Try a chunked direction, an accessible text, or a worked example while keeping the lesson goal clear.
Find Access tools Examples of Modified AssignmentsStart Here
Make your next lesson more inclusive.
You do not have to change everything at once. Choose one learner, one upcoming lesson, and one teaching move that helps the learner access, participate, or work with greater independence.
Inclusion guide
Three questions for inclusive teaching.
Start with the question your classroom needs most right now. Can every learner get to the learning? Is every learner actively doing the learning? Is the support building independence? Together, these questions form the Inclusion in Action Framework, a practical guide for choosing the next right teaching move.
Access asks
Can this student get to the learning?
Plan for learner variability through accessible materials, clear pathways, practical accommodations, and smart use of technology.
UDLAccessible materialsCo-teaching
Turn a question into action
What could you try tomorrow?
Use these as starting points, not a fixed sequence. Match the teaching move to the barrier you notice and the learner’s documented supports.
The learner is present but not contributing.
Plan a real contribution. Offer a partner role or a spoken, typed, drawn, or communication-supported response that shows understanding.
Find Participation tools 10 Things You Can Do to Make Your Class Socially InclusiveThe learner waits for adult help at every step.
Teach a prompt the learner can use. Try a visual checklist or a model, then plan when to reduce that prompt as independence grows.
Find Support tools Scaffolding for Independent LearningKeep it manageable
Try it. Notice it.
Adjust the next step.
Inclusion grows through everyday instructional decisions. A small change is useful when it helps the learner do more of the learning.
Go deeper with the Inclusion Guide- Choose one upcoming lesson.
Name the learning goal and where the learner is getting stuck. Ask the learner what would help when possible.
- Teach with one intentional change.
Prepare the material, response option, or scaffold. Agree with your co-teacher or support staff on how it will be used.
- Collect one small sign of progress.
Notice a completed first step, a meaningful contribution, or less prompting. Use a work sample or a brief note to decide what to keep, adjust, or gradually release.