Inclusion Development Programme (IDP)

About the Inclusion Development Programme (IDP)

The National Strategies is responsible for taking forward the commitment made in Removing Barriers to Achievement by providing a four-year programme of continuing professional development (CPD). This is designed to increase the confidence and expertise of mainstream practitioners in meeting high incidence of SEN in mainstream settings and schools.

The aim of the Inclusion Development Programme is to support schools and Early Years settings through web-based materials, which will include:

• teaching and learning resources
• training materials
• guidance on effective classroom strategies
• models of good practice for multi-disciplinary teams
• information about sources of more specialist advice.

In 2008, the Inclusion Development Programme focused on dyslexia and speech, language and communication needs (SLCN). In 2009, the focus is on supporting pupils on the autism spectrum. There is also an EYFS programme, Supporting children on the autism spectrum.

The Communication Trust (link opens in new window) aims to raise awareness of the importance of speech, language and communication across the children's workforce and to enable practitioners to access the best training and expertise to support the communication needs of all children. The Trust works with a consortium of over 25 voluntary and community organisations. 

The Dyslexia-SpLD Trust (DST) (link opens in new window) is a consortium of organisations involved in promoting improved practice and outcomes for individuals with dyslexia and specific learning difficulties.

The Dyspraxia Foundation (link opens in new window) has published some short guidelines aimed at helping teachers make classroom life more comfortable and productive for children with dyspraxia. The guidelines consist of a series of headings, each of which is a potential dyspraxic difficulty that may be encountered in the classroom - simply select a heading and you will find a recommended classroom strategy.