Inclusive learning is one of those phrases that appears so frequently in the Level 3 Award in Education and Training that, over time, it starts to lose its meaning. Tutors say it. Managers say it. Ofsted definitely says it. Entire CPD sessions have been built around it—usually featuring a Venn diagram and at least one post-it activity that nobody asked for.

But in real FE classrooms, inclusive learning isn’t a slogan or a slide. It’s what happens when actual humans, with actual lives and actual barriers, show up hoping you can help them take a step forward.

And sometimes they show up tired, stressed, underconfident, overwhelmed, neurodivergent, hungry, juggling childcare, working nights, or simply wondering whether they’ve made a terrible mistake by enrolling at all. Inclusion is about meeting them where they are—and helping them get to where they want to be.

It’s not glamorous. It’s not theoretical. And it definitely isn’t “add this one resource and everything will magically be accessible.” Inclusive learning is a mindset, a craft, and—let’s be honest—a bit of an art form.

So let’s talk about what inclusive learning actually looks like in FE, when the people in front of you are wonderfully, brilliantly imperfect.

1. Inclusion starts long before the lesson begins

We often imagine inclusion as something that happens inside the classroom, but every seasoned FE practitioner knows the truth: inclusion begins the second your email reminder goes out, or the moment your learners step into the building.

It starts with tone. Warm, clear communication reduces anxiety more effectively than any icebreaker ever will. (Although, if you insist on an icebreaker, please make it something that doesn’t involve throwing a ball around the room. The trauma is real.)

I’ve seen learners drop out before a course even starts—not because they lacked ability, but because the instructions felt intimidating, the expectations felt unclear, or nobody had reassured them that yes, you belong here and you can absolutely do this.

If you want an inclusive classroom, start with an inclusive welcome.

2. Know your learners… but actually use the information

Most tutors know the importance of initial assessment. Diagnostic tools, self-assessments, a quick chat, a confidence check—none of it is new. The real challenge is using this information meaningfully, not letting it sit on a spreadsheet until the end of time.

If someone tells you they haven’t studied since Windows XP was released, don’t pretend you didn’t hear it. If someone discloses dyslexia, don’t hand out a 10-page block-text handout and hope for the best. And if someone says they’re nervous speaking in front of others, try not to launch the session with “We’re going to do a presentation!”

Inclusion means noticing what your learners need—and adjusting without turning it into a grand gesture.

Sometimes it’s as simple as:

• Bigger fonts

• Clearer slides

• More pauses

• Step-by-step instructions

• Options instead of a single mandatory task

Little tweaks can make disproportionate differences.

3. Variety isn’t optional—it’s the backbone of inclusion

One of the greatest myths in FE is that inclusive teaching means creating a completely personalised learning plan for every learner that magically suits their brain, preferences, horoscope, and caffeine levels.

No. You are a tutor, not a Hogwarts Sorting Hat.

What inclusion does require is variety. Not because of VARK (which, at Level 3, we introduce sensibly and then move on before it consumes the room), but because adults learn best in multiple ways.

A well-rounded session blends:

• Short explanation

• A visual or model

• A discussion

• A hands-on or practical activity

• A moment of individual thinking time

• A chance to apply learning

If you’ve ever watched learners’ eyes light up during a practical demonstration after 20 minutes of theory, you already know why variety matters.

Different entry points = more people “get it”.

4. Inclusion is emotional as much as it is educational

Adult learners carry a lifetime of experiences into your classroom—good and bad. Some have been told they’re “not academic.” Some have been made to feel stupid. Some have trauma around school. Some are convinced they’re about to fail again.

When people don’t feel safe, they don’t learn. Full stop.

Inclusive practice is the everyday stuff that builds trust:

• Using people’s names

• Acknowledging contributions

• Keeping your explanations calm and non-judgemental

• Making mistakes normal

• Laughing when things don’t go to plan

One of my favourite inclusive moments was when a learner, mid-microteach, dropped every single piece of their laminated resource onto the floor in what can only be described as educational confetti. The group laughed, the tutor laughed, the learner laughed… and then carried on.

Humour creates safety. Safety creates learning.

5. Stop assuming “simple” means “easy”

If you’ve ever introduced a task you thought was straightforward and then watched learners stare back at you like you’ve just asked them to perform heart surgery, welcome to FE.

This is exactly why inclusive teaching is rooted in checking understanding—genuinely checking, not “any questions?” (which only ever attracts the three confident people in the room).

Sometimes learners struggle not because they’re disengaged, but because they’re overwhelmed, unsure, confused, or afraid of looking “stupid”.

Inclusive practice means breaking down instructions and checking clarity at every stage:

• “What’s our first step?”

• “Tell me what this task is asking you to do.”

• “Let’s try one together.”

It’s small, but it prevents that sinking “I can’t do this” feeling that drives adult learners straight out the door.

6. Resources matter more than we admit

The AET sometimes treats resources as a technical add-on, but anyone who has taught in FE knows the truth: resources can make or break the session.

Inclusive resources are:

• Clear, uncluttered, readable

• Relevant to adult life

• Not written in font sizes used primarily for legal warnings on medication

• Not 20 years out of date

• Designed to reduce cognitive load, not increase it

You don’t need to become a graphic designer. You just need to avoid the “wall of text” handout that looks like it was created in early PowerPoint 97.

One of the most inclusive resources you can offer is choice:

• “Would you like to read or watch this?”

• “Would you prefer a written response or a discussion?”

• “Do you want to work alone or together?”

Adults thrive when they have autonomy.

7. Inclusion is not perfection—it’s consistent care

There is no perfect inclusive lesson. There are just teachers who keep trying, keep adjusting, keep reflecting, and keep caring about the human beings in front of them.

Some days you’ll nail it. Some days your carefully planned “interactive task” will be met with the enthusiasm of a tax audit. Some days you’ll wonder whether any of your learners absorbed a single word you said.

But inclusive practice is exactly this: the commitment to keep making learning accessible, engaging, respectful, and meaningful—even on the days that feel messy.

The Level 3 AET gives you the foundations. Real teaching gives you the stories.

And inclusive learning? That’s the craft you build over time, one human being at a time.