Inclusion Is Not a Bolt-On

One in five children in England has an identified special educational need or disability. That means in a class of fifteen, at least two or three children will have additional needs, whether you know about them or not. Many will never have a formal diagnosis. Some parents will tell you. Others will not, either because they do not yet know themselves or because they fear their child will be excluded.

Inclusion does not mean creating a separate programme. It means designing your sessions so that children with a range of abilities and needs can participate meaningfully alongside their peers. Most of the adjustments that help children with SEND also make your sessions better for every child in them.

SEND Code of Practice: What Activity Providers Need to Know

The SEND Code of Practice (2015) primarily governs schools and local authorities, but the principles apply to any organisation working with children. The Equality Act 2010 applies directly to you as a service provider. Under this act, you have a legal duty to make reasonable adjustments for disabled participants.

Reasonable adjustments means changes that are practical and proportionate. You are not expected to rebuild your venue or hire specialist staff for every session. You are expected to think about access, communication, and participation, and to make changes where you reasonably can.

Refusing to accept a child because of their disability, without considering whether adjustments could be made, is unlawful discrimination. However, you can decline a placement if, after making reasonable adjustments, you genuinely cannot keep the child or other participants safe. Document your reasoning carefully.

Common Conditions and What They Mean for Your Sessions

Every child is different, even children with the same diagnosis. The following is a starting point, not a rulebook.

Autism Spectrum Conditions

Children with autism may find social interaction challenging, prefer routine and predictability, experience sensory sensitivities, and interpret language literally. In your sessions, this might look like a child who stands apart from the group, becomes distressed when routines change, covers their ears during loud music, or does not respond to sarcasm or implied instructions.

Adjustments: Provide a visual timetable showing the session structure. Give advance warning of transitions ("In two minutes we will move to the next activity"). Reduce unnecessary sensory input (lower music volume, avoid flickering lights). Use clear, literal language. Offer a quiet space where the child can take a break if overwhelmed.

ADHD

Children with ADHD may struggle to sustain attention, act impulsively, fidget, and find it difficult to wait. They are not choosing to be disruptive. Their brains process stimulation differently, and sitting still is genuinely difficult for them.

Adjustments: Keep activities short and varied. Give the child a role that involves movement (equipment helper, demonstrator). Use their name before giving instructions to get their attention. Seat or position them near you, not at the back of the group. Channel their energy rather than trying to suppress it.

Dyspraxia (Developmental Coordination Disorder)

Dyspraxia affects motor coordination and planning. Children may appear clumsy, struggle with activities that require fine or gross motor skills, and take longer to learn physical sequences. They are often acutely aware of their difficulties and can become anxious or avoidant.

Adjustments: Break skills into smaller steps. Allow more practice time. Avoid activities that highlight coordination difficulties in front of the group. Focus praise on effort and progress rather than outcome. Use physical guidance where appropriate and with consent.

Sensory Processing Differences

Some children are hypersensitive (over-responsive) or hyposensitive (under-responsive) to sensory input. A child who refuses to put their face in the water, cannot tolerate the texture of a gymnastics mat, or is overwhelmed by the echo in a swimming pool is not being difficult. Their nervous system is processing the environment differently.

Adjustments: Allow gradual exposure. Never force sensory experiences. Offer alternatives where possible (a towel on the mat, earplugs in the pool). Ask parents what sensory triggers their child has and plan accordingly.

Practical Reasonable Adjustments

Most effective adjustments cost nothing or very little. Here are examples that work across different activity types.

Communication

Use visual instruction cards alongside verbal explanations
Demonstrate every activity rather than just describing it
Use the child's name before giving individual instructions
Check understanding by asking the child to show you what they need to do, not by asking "Do you understand?"
Provide written or visual schedules for the session

Environment

Reduce background noise where possible
Mark clear boundaries for activity areas (cones, tape, mats)
Provide a designated quiet space for breaks
Ensure the child knows where the toilets are and can access them without asking
Consider the sensory environment: lighting, echoes, temperature, textures

Session Structure

Start every session the same way so children know what to expect
Give transition warnings before changing activity
Offer choice within activities so children can work at their own level
Pair children strategically so those who need support are with patient, confident peers
Build in movement breaks, which benefit all children, not just those with additional needs

Participation

Modify activities rather than excluding children from them. If a child cannot do a full press-up, offer a wall press-up. If a child cannot participate in a relay, give them a timing or scoring role.
Set individual goals alongside group goals
Celebrate progress, not just achievement

Communicating with Parents About Needs

The relationship with parents is critical. They know their child better than anyone, and the information they share will make your adjustments far more effective.

At Enrolment

Include a question on your enrolment form that invites parents to share information about additional needs. Phrase it positively: "Is there anything we should know about your child to help us make their experience as positive as possible?" This is less clinical than "Does your child have any disabilities?" and encourages parents to share.

AMES allows you to capture this information during the enrolment process and attach notes to participant profiles, so every instructor working with that child has access to relevant information.

Ongoing Communication

After the first few sessions, check in with parents. Ask what is working and what is not. Share positive observations. If you are finding something challenging, be honest about it and ask for their advice. Parents of children with SEND are experts in their child and will usually appreciate being consulted rather than just informed.

When Things Are Not Working

If, despite adjustments, a placement is not working, have an honest conversation with parents before making any decisions. Explore whether different sessions, additional support, or alternative approaches might help. Exclusion should always be the absolute last resort, and if it happens, document the adjustments you tried and why the placement could not continue.

Staff Training and Awareness

Your instructors do not need to be SEND specialists. They need awareness, empathy, and practical strategies.

Basic awareness training: Ensure every instructor understands the most common conditions, basic adjustment strategies, and the importance of not making assumptions. Many governing bodies offer inclusion modules as part of coaching qualifications.
Condition-specific briefings: When a child with specific needs joins a class, brief the instructor on that child's needs, triggers, and what works for them. Use information from parents to create a simple one-page profile.
Observation and reflection: After sessions, ask instructors how included every child was. Did anyone sit out? Did anyone seem anxious or overwhelmed? Build this reflection into your regular practice.
External training: Organisations like the Activity Alliance, UK Coaching, and Disability Rights UK offer training specifically for activity providers. The Inclusion Club Hub from the Activity Alliance is a free resource worth exploring.

Funding and Subsidies

There is financial support available to help you become more inclusive.

Disability Activity Fund: Delivered by the Activity Alliance, this fund helps disabled people access sport and physical activity. Check their website for current rounds.
Local authority grants: Many councils have small grants for organisations that support disabled children's participation in leisure activities. Contact your local authority's disability or leisure team.
Governing body funding: Some national governing bodies (like Swim England and England Athletics) have inclusion funds or bursaries to support clubs in becoming more accessible.
Short breaks funding: Parents of disabled children may have access to short breaks funding from their local authority, which can be used to pay for activity sessions. Accepting direct payments or personal budgets can open your classes to more families.
Charitable trusts: Organisations like BBC Children in Need, Children in Need, and Sport England's Community Fund support inclusive projects.

Actionable Takeaways

Review your enrolment form: Add an open, positive question about additional needs. Make it clear that sharing information helps you help their child.
Brief your team: Spend fifteen minutes at your next staff meeting discussing the most common conditions and basic adjustments. Use the practical examples from this guide.
Audit one session: Watch a session through an inclusion lens. Could a child with autism follow the transitions? Could a child in a wheelchair participate? Where are the barriers?
Explore funding: Check the Activity Alliance and your governing body for current inclusion funding. Even small grants can fund training or equipment.