This evidence-based, practical guide supports teachers and school leaders in improving students’ understanding of classroom teaching and assessment. The goal: better learning outcomes and greater opportunities for all.
Accessibility in assessment and pedagogy is especially important for students with language or attention difficulties, such as attention deficit hyperactivity disorder or developmental language disorder. What if schools could make learning clearer for everyone, right from the start? Based on world-leading research in three large secondary schools, this book shows how designing instruction and assessment for accessibility benefits both students and teachers. Using data from eye-tracking, classroom observations, surveys, interviews, and assessment results, it highlights what changes matter — and why.
This book was edited by Professor Linda Graham and Professor Jill Willis, both C4IE members. The book was officially launched at a C4IE-hosted Forum on August 15, 2025. It serves as a companion to the popular Inclusive Education for the 21st Century: Theory, Policy and Practice, also edited by Professor Graham, Director of C4IE.