How Clicker aligns with the 7 principles of inclusion

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How Clicker aligns with the 7 principles of inclusion

It is always important to assess the implementation and impact of methodologies, pedagogies and resources we use in our schools, both to ensure best value and to make sure that what we put in place actually makes a difference to outcomes.

Currently we are being tasked with matching our inclusive provision to the 7 principles of inclusion outlined in the Government guidance published in August 26. We need to ensure that our use of the Inclusive Mainstream Fund aligns with this vision.

They outline their 7 principles of inclusion as:

ambitious leadership and governance that embeds inclusion
evidence-based support prioritising early intervention
high-quality adaptive teaching with curriculum designed for all learners
enriching provision beyond the classroom that all children can access
a safe and respectful culture fostering belonging, attendance, and participation in learning
strong partnerships with families and wider services
inclusive environments with continuous improvements to accessibility

So, if we look at Clicker as a resource, how does this match these 7 principles? You may already have Clicker in your school provision or be contemplating adding it; either way it is extremely useful to analyse how and why it supports a wide range of students in order to ensure you are making best use of this incredible resource.

An important first point, which is often missed, is that Clicker is much more than a SEND intervention.

Indeed, its real strength is evident when it is available to every pupil, offering a flexible range of literacy support across all ages and stages.

Clicker provides precise and targeted support for some pupils, flexibility to support changing needs, and a universal offering for staff and all learners. When embedded as part of everyday adaptive teaching, it allows an ambitious offering to all students and therefore is a valuable and truly inclusive resource.

Let’s look at each of the 7 principles and assess what Clicker offers:

Principle	How Clicker aligns with this principle
Ambitious leadership and governance that embeds inclusion	Develops a consistent approach to inclusive practice across a school or MAT. Reduces reliance on individual adult support, creating opportunities to realign resources and staffing. Provides greater access and independence for pupils with SEND. Supports more consistent implementation of reasonable adjustments, helping staff expertise become more focused and embedded across the organisation.
Evidence-based support prioritising early intervention	When used as part of everyday classroom provision, Clicker can help schools identify and respond to literacy barriers more quickly, without needing to introduce additional software. Its range of support features helps pupils access learning and work more independently. Providing appropriate support at the point of need can reduce frustration and task avoidance. Clicker uniquely supports independence from an early stage, enabling children with strong ideas and vocabulary to produce written work that might otherwise be beyond their current writing ability.
High-quality adaptive teaching with curriculum designed for all learners	This is what Clicker is all about! Clicker can be used across any curriculum subject, topic or phase. A wide range of ready-made LearningGrids resources, often available at different reading levels, provides a strong starting point that can be easily adapted by teachers. Scaffolds can be adapted to individual needs using symbols, pictures, audio, text-to-speech and writing support. Pupils can access appropriate support without lowering expectations.
Enriching provision beyond the classroom that all children can access	Clicker supports consistent access to learning beyond the classroom and can also be accessed at home (depending on subscription type). Helps reduce homework pressures by providing the same support at home that pupils use in school, particularly when cognitive demands are higher at the end of the day. Creates more opportunities for pupils to demonstrate their strengths and interests through projects, research and work experience placements.
A safe and respectful culture fostering belonging, attendance and participation	When pupils feel able to contribute successfully, confidence and willingness to participate often increase. Helps reduce frustration associated with literacy tasks. Greater confidence and competence can lead to a stronger sense of belonging and increased engagement in learning and school life. Supports an inclusive culture where differences are not viewed as barriers and learners can access support in ways that work for them.
Strong partnerships with families and wider services	Provides a shared approach to supporting literacy and communication across school, home and relevant professional services. Enables successful strategies to be reinforced across different settings, where consistency is often key to success. Clicker can be adapted to support wider educational needs, including executive functioning, personal statements, preparation for further or higher education, and capturing student voice for therapies or external support services.
Inclusive environments with continuous improvements to accessibility	Conforming to UDL (Universal Design for Learning) Clicker is a key component for an inclusive learning environment. Support can be easily adjusted and refined as pupils' needs develop over time. Crick Software continually reviews feedback and usage data to improve existing features and develop new ones, helping schools benefit from ongoing improvements in accessibility and support.

Clicker is best used and most effective when combined with high-quality teaching, explicit literacy instruction and, where appropriate, specialist support. It can form an integral part of an inclusive vision, approach and offering.

Clicker supports schools and MATs to create genuinely inclusive classrooms where pupils with SEND can access ambitious learning, participate alongside their peers and demonstrate what they know. By embedding appropriate digital scaffolds within everyday adaptive teaching, schools can reduce barriers, increase independence and strengthen consistency of inclusive practice.

Carol Allen is an Education Advisor specialising in ICT and Inclusion, having taught in both mainstream schools and schools for students with severe, profound and multiple learning difficulties. Carol is currently a member of the Dept of Education Assistive Technology Expert Group; a BETT Awards Judge and has been a panel member and contributor to sessions at the House of Lords for the APPGAT committee.

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