Insights from Sharon Grady, MA in Inclusive & Special Education Graduate
What does it really mean for inclusion to become part of the daily rhythm of a classroom, rather than just an aspirational goal?
Sharon Grady, a teacher, PhD researcher at University College Cork, and graduate of the MA in Inclusive & Special Education with ICEP Europe and Hibernia College, recently explored this in the Irish Teachers’ Journal. Her work draws on current Irish policy, global research, and practical teaching approaches to show how inclusive practice can be embedded in real classrooms.
This blog unpacks some of her key ideas — reframed for educators who want to make inclusion a living, breathing reality in their own schools.
Moving Beyond Placement
Inclusion is more than ensuring pupils with additional needs are present in mainstream classrooms. It’s about shaping learning spaces where every learner — regardless of ability, background, or learning profile — feels safe, valued, and supported to achieve their potential.
Educational researchers such as Mel Ainscow and Lani Florian have long described inclusion as a dynamic process, influenced by teaching approaches, school culture, and wider policy. It’s not a final destination but a journey that calls for ongoing reflection: Who is fully participating, who is on the margins, and what can be done to bridge that gap?
An inclusive school actively reduces barriers — physical, social, sensory, or attitudinal — and adapts the system to the learner, rather than expecting the learner to fit the system.
Embracing the Neurodiversity Paradigm
One of the strongest threads in Sharon’s article is the importance of recognising neurodiversity — the idea that neurological differences such as autism, ADHD, dyslexia, and dyspraxia are part of natural human variation.
Instead of focusing on “fixing” individuals, a neurodiversity-affirming approach seeks to identify and remove environmental barriers, value different ways of thinking, and adapt teaching methods to tap into individual strengths.
For example:
- A pupil with ADHD might thrive in lessons that allow movement, choice, and short, focused bursts of activity.
- A student with dyslexia could excel when given multimodal ways to engage with a text — combining audio, visuals, and discussion.
This perspective not only benefits neurodivergent learners, it fosters a classroom culture where all differences are normalised and respected.
Practical Strategies for Everyday Inclusion
1. Universal Design for Learning (UDL)
UDL offers a proactive way to make lessons accessible from the outset. Instead of adding supports later, teachers plan for flexibility from the start by:
- Presenting material in multiple ways — text, visuals, audio, and hands-on activities.
- Allowing varied ways for pupils to show what they’ve learned — through writing, art, performance, or digital projects.
- Offering different engagement routes — including choice, collaboration, and self-paced work.
In this way, inclusion becomes the default, reducing the stigma that can come with “special” adaptations.
2. Collaborative Practice
True inclusion is a team effort. In primary schools, this means classroom teachers, autism class teachers, Special Education Teachers (SETs), and Special Needs Assistants (SNAs) working in partnership — not in isolation.
Shared planning, co-teaching, and open communication create consistent support and allow for swift adjustments when a pupil’s needs change.
Engaging families, specialist services, and pupils themselves in these conversations further strengthens inclusive practice.
3. Strengths-Based Teaching
Focusing only on a pupil’s challenges risks narrowing expectations. A strengths-based approach flips the lens to identify what each learner enjoys and excels at — then uses that as a springboard for growth.
For instance:
- A visual thinker could create an illustrated timeline to demonstrate understanding of a history topic.
- A natural communicator might lead a class podcast, developing literacy and digital skills at the same time.
When learners see their skills valued, they are more likely to engage, persevere, and develop confidence.
Tackling the Barriers
Sharon acknowledges that even with the best intentions, obstacles remain:
- Time pressures that limit planning and collaboration.
- Packed curricula that make differentiation challenging.
- Inconsistent access to resources and training, especially in areas such as trauma-informed practice or assistive technology.
- Attitudinal barriers — unconscious bias, low expectations, or fear of change.
Frameworks like Looking at Our Schools encourage teachers and school leaders to reflect critically on their practice and take small, actionable steps toward greater inclusion.
A Mindset, Not an Extra Task
One of the most powerful shifts teachers can make is to see inclusion not as something “extra” but as a guiding principle for all classroom decisions. Sharon suggests starting with small, manageable changes — such as introducing one UDL strategy or making time to learn more about a pupil’s interests.
Prioritising relationships is key. Inclusion begins with knowing the child as a person first — not as a diagnosis. Building trust and genuine understanding forms the foundation for every other strategy.
Building the Future of Inclusive Education
Inclusive education is not static. It requires ongoing learning, adaptability, and the courage to challenge assumptions. By embracing neurodiversity, applying UDL principles, collaborating widely, and focusing on strengths, teachers can create learning spaces where every pupil can thrive.
As Sharon’s work reminds us, inclusion grows through daily actions — sometimes small, sometimes transformative — but always intentional.
About the Author
Sharon Grady is a teacher, PhD candidate at University College Cork, and graduate of the MA in Inclusive & Special Education delivered in partnership between ICEP Europe and Hibernia College. Her full article, Inclusive Practices in Primary Education, including all related references is published in the Irish Teachers’ Journal (2024). More of Sharon’s published articles can be found here.
If you’d like to explore the approaches highlighted here in greater depth, the MA in Inclusive & Special Education offers the tools, research base, and practical strategies to bring them to life in your own classroom.
