Neuroinclusive Approaches in the Classroom
This checklist offers 18 strategies, from quick wins to long-term actions, to foster inclusive practice. Adapt each idea to your learners’ strengths and challenges; the better you understand them, the greater the impact. Together, these approaches create a more accessible, inclusive classroom where every learner can thrive.
Creating a clear lesson structure
Establish consistent classroom routines. Do the same warm-up activity, like a vocabulary review match-up, at the start of every lesson to help learners settle and start calmly.
Share the learning objectives at the start of the class. This provides clarity, makes connections with previous learning and links to long-term goals. (It also helps learners focus on where they are, and why they are doing it.)
Give learners a lesson activity checklist.
This shows learners what to expect step by step and helps them stay on track. It could also include options of tasks for learners to complete.
Prevent sensory overload. Bright lighting, loud background noise, and varying textures can overwhelm learners. Noise-cancelling headphones can be helpful.
Use sensory objects effectively. Have a box of accessible, quiet fidget objects to channel energy and help learners focus. Examples include stress balls and soft fabric patches.
Agree on a cooling-off procedure with the learner. For moments of calm and self-regulation, agree on a procedure like running an errand or a discreet hand signal to access a designated quiet area. This may need wider school policy approval.
Left-justify text and encourage learners to follow with a finger or ruler. Try to minimise layout and visuals which are not necessary to the task.
Use L-shaped cutouts to focus on one area of the page. This removes visual pollution or distractions. A digitalised version is available on Cambridge One.
Consider off-white background on texts and sans serifs fonts. To help process reading, learners can have access to digital screen readers or plastic overlays for paper. Font choices for worksheets should be sans serif, like Arial, Aptos or Century Gothic.
Classroom delivery and giving instructions
Break down instructions and tasks into small chunks. Use scaffolded approaches like I do – we do – you do (model → try together → independent work).
Include multisensory learning. Break up the lesson with variety, such as movement, role play, songs and use of props or realia.
Give instructions in both verbal and written from. For verbal instructions, use the ‘sandwich technique’ (L2–L1–L2) to support language processing.
Enable text-to-speech and dictation tools.
Cambridge One has audio for reading texts, so learners can listen whilst they read. Speech-to-text tools also help learners with clear planning and sequencing of ideas.
Use assistive technology software. This could be Bionic Reading or Immersive Reader on Microsoft Word.
Use GenAI tools for resource creation or adaptation. Helpful creations are word banks, visual glossaries and graphic organisers.
Integrating assessment throughout the learning journey
Implement access arrangements for classroom-based assessments. This could be extra time, larger spacing, pauses in specific places in a listening test and guided movement breaks. This helps learners understand what to expect during the exam.
Offer the choice of a digital exam format if preferred by the leaner. Benefits include adjusting text size, background text colour and volume.
Include a variety of assessment strategies. You could use a portfolio-based approach to include evaluations of both unit progress and final summative task.
Do not:
• Label, diagnose, or define learners by their challenges.
• Assume learners need a lower level of academic content.
• Provide separate work that consistently isolates them from the class.
• Ask learners to copy large amounts of text from the board.
• Overload learners with instructions or unnecessary tasks.
Where to go next?
To find out more, take a look at the links below.
• Read the dyslexia support guide for teachers of Young Learners and Cambridge English Qualifications for Schools
• Know the appropriate access arrangements available for Cambridge English Qualifications
• Read the whitepaper Specific Learning Difficulties in ELT
• Contact your local representative to enquire about professional learning and development training programmes.