Inclusive Literacy Part One: Reading for All
Part of the Inclusive Literacy Series: Part Two – Writing | Part Three – Oracy…coming soon!
As classrooms reopen this September, schools in all contexts, mainstream, alternative provisions, and special schools, are supporting an increasing number of learners with more complex cognitive, communication, sensory and physical needs.. This demands a literacy approach that is ambitious, adaptable, and truly inclusive from the start.
Inclusive reading is at the heart of my Inclusive Literacy Framework, first outlined in my 2023 book Teaching Reading to All Learners Including Those with Complex Needs. Grounded in Universal Design for Learning (UDL), it places emotional regulation, interaction, and social communication at the core of literacy learning.
“Every learner should have the opportunity to be taught to learn to read.”
A Personal Tribute
I would like to take this opportunity to pay tribute to Richard Hirstwood, who passed away in August. He truly understood the importance of inclusive literacy for all.
Richard was a tremendous supporter in the early stages of my independent career, offering encouragement and opportunities that helped shape my path. During the pandemic, he worked with me to create one of the first online literacy courses—bringing together phonics, reading, and literacy for all learners, including those with the most complex needs. His generosity, vision, and unwavering commitment to inclusion enriched so many lives. His death leaves a gap that will be deeply felt across the inclusive education community
Inclusive Reading – What It Means
Inclusive reading widens the definition of reading to value every meaningful way a learner can access and interact with text. It:
Teaches the core skills of reading (decoding, fluency, comprehension) explicitly and systematically.
Embeds regulation, interaction, and social communication alongside skill development.
Ensures access for learners with diverse needs through flexible design and adaptation.
Builds reading miles, vocabulary, and opportunities for rich book talk.
Integrates AI and assistive technology to remove barriers and personalise support.
Uses strengths-based assessment that builds bridges and identifies next steps rather than limiting progress.
Core Principles of Inclusive Reading
Widen the Definition of Reading
Value print, symbols, sensory stories, audio, digital texts, and AI-assisted tools.
Reading Miles Matter
Provide frequent, meaningful encounters with texts that build stamina and deepen engagement.
Rich Vocabulary Exposure
Plan purposeful vocabulary teaching, supported by multimodal resources and immersive tools.
Book Talk for All
Create opportunities for all learners to respond to and discuss texts, using approaches from sensory cues to structured discussion.
Print Everywhere
Ensure print is purposeful, accessible, and reflective of learner needs — avoiding tokenistic or overwhelming displays.
Access as Routine
Make reading and text interaction part of the daily rhythm of school life, embedded in lessons, transitions, and independent time.
Assessment that Builds Bridges
Use assessment as a way to understand strengths, plan next steps, and remove barriers, rather than as a gatekeeping tool.
Emotional, Social, and Cognitive at the Core
Prioritise regulation, interaction, and communication within reading practice to make literacy meaningful and sustainable for every learner.
Explicit, Inclusive, and Technology-Enhanced
Teach skills systematically while adapting delivery through inclusive design and creative strategies, supported by AI and assistive technology.
Why It Matters
When inclusive reading is embedded within an Inclusive Literacy Framework, it develops not just reading skills, but also confidence, communication, self-regulation, and access to the wider curriculum.
As Koppenhaver and Erickson remind us:
“Progress begins when learning opportunity begins.”
International Literacy Day
Marking International Literacy Day (8 September 2025), Annie Crombie from BookTrust highlighted the power of reading to strengthen bonds and relationships. As we look ahead to the National Year of Reading (2026), it’s important to remember that inclusive reading is not just about skills — it’s also about connection, joy, and belonging.
Looking Ahead
The journey does not stop with reading. My second book, Writing for All, co-authored with Claire Harrison from CALL Scotland, is in development. Part Two of this blog will focus on writing and will be available soon.
My own work, my collaborative projects with Teach Us Too, and wider partnerships all demonstrate the transformational impact of an inclusive literacy approach. When we believe every learner can read and write, and act on that belief, lives change. In partnership with Teach Us Too and Michelle Hill of Nexus MAT we are currently trialling a new inclusive literacy framework called ProFILE (Progressive Framework for Inclusive Literacy Education). If you would like your school to be considered to join our phase 2 trial staring in January 2026, please email Sarah Giles of Teach Us Too.
Work With Me
I offer in-person training, online webinars, and consultancy to help schools embed inclusive reading within an Inclusive Literacy Framework informed by UDL — and integrate AI and assistive technology, across mainstream, alternative provisions, and special settings.
Book a FREE Discovery Call to find out we can work together.
📖 Order my book: Teaching Reading to All Learners Including Those with Complex Needs. 20% discount code: 25SME3
Useful Resources
SENDCast: Cracking the Code – Early Print Concepts and Literacy Readiness with Dr Sarah Moseley & Ginny Bootman
Reading Resource Library
Using Stories in the Curriculum
Free Wakelet of Resources