As a pediatric occupational therapist, I’ve spent over two decades supporting children of all abilities to navigate their world more comfortably, confidently, and independently. Whether I’m working in a classroom, clinic, home, or community space, one message remains clear: inclusive environments matter. They don’t just benefit children with disabilities—they create a more empathetic, accessible, and enriching world for everyone.
Inclusion isn’t a one-size-fits-all checklist. It’s a mindset and a commitment to continuously adapt and respond to diverse needs. If you’re a parent, educator, community planner, business owner, or healthcare professional, here’s how you can begin developing inclusive spaces that truly support the participation of all children—especially those with developmental differences.
1. Understand What Inclusion Really Means
Inclusion goes beyond simply allowing children with disabilities to enter a space. True inclusion means designing environments where every child can participate meaningfully, engage fully, and feel a sense of belonging. This requires us to:
• Anticipate a variety of sensory, cognitive, motor, and social needs
• Reduce barriers to participation before they arise
• Offer flexible options for how children engage with people, materials, and routines
It’s the difference between saying “you can come in” and saying “we made this with you in mind.”
2. Start with the Environment
As an OT, I often look at how the physical environment either supports or hinders a child’s ability to engage. Inclusive design starts with asking: What might be overwhelming, inaccessible, or frustrating here?
Here are a few strategies:
a. Sensory-Friendly Design
Many children, especially those on the autism spectrum or with sensory processing challenges, are affected by environmental input in powerful ways.
• Use soft, natural lighting or dimmable lights
• Reduce noise through soft materials like rugs, curtains, or acoustic panels
• Provide quiet zones or “sensory break” areas with calming tools like weighted items, fidget toys, or noise-canceling headphones
b. Universal Accessibility
Ensure spaces can be navigated by children with a variety of motor needs:
• Avoid clutter and tight walkways
• Install ramps or railings where needed
• Use adaptive seating (e.g., wobble stools, beanbags, or booster cushions)
When designing play areas, think about variety: Can children climb, crawl, swing, and build in ways that suit their motor skills and comfort levels?
3. Use Clear Visual and Auditory Supports
Inclusive spaces support understanding through multi-sensory communication. Many children benefit from:
• Visual schedules to outline the flow of the day
• Picture cues for labeling shelves, bins, and stations
• First-Then boards to prepare for transitions or expectations
• Social stories to preview new experiences, rules, or challenges
Pair spoken instructions with visuals whenever possible. This helps children who are visual learners, have auditory processing difficulties, or are still developing expressive language.
4. Promote Emotional Safety and Belonging
Physical accessibility is only one piece of inclusion. Emotional safety is just as important. Children need to feel accepted for who they are, not just accommodated.
Here’s how we can support that:
a. Foster Peer Acceptance
Teach all children about differences in development, communication, and sensory needs. Books, videos, and inclusive discussions can normalize neurodiversity and help children develop empathy. Celebrate what makes each child unique rather than focusing only on what’s “typical.”
b. Model Inclusive Language
Use strengths-based, person-first or identity-affirming language (e.g., “child with autism” or “autistic child,” depending on individual preference). Avoid terms like “normal” or “high/low functioning”—they’re often unhelpful and stigmatizing.
c. Honor Communication Differences
Some children may communicate using AAC (Augmentative and Alternative Communication), gestures, or echolalia. Provide time, space, and respect for all forms of expression.
5. Create Flexible Routines and Expectations
Children don’t all learn or play in the same way, and that’s okay. Inclusive environments allow for flexibility without sacrificing structure.
Consider:
• Providing different seating options during group activities
• Allowing for sensory movement breaks throughout the day
• Letting children choose between activities that meet the same goal (e.g., drawing or using stickers to illustrate a story)
• Using timers, songs, or visual cues to prepare for transitions
The more options we offer for how children engage, the more opportunities we create for success.
6. Listen to Families and Children
Inclusion can’t happen in a vacuum. As therapists, educators, or program leaders, we must center the voices of those we aim to include. Parents and caregivers are the experts on their children. Children, too—regardless of verbal ability—have preferences, opinions, and needs that matter.
• Ask families what supports work at home or in other settings
• Involve children in planning or decision-making about routines or spaces
• Seek feedback regularly, and be willing to adjust based on what you learn
Inclusion is relational. It grows from ongoing collaboration and trust.
7. Train and Empower Staff
If you’re developing a classroom, program, or public space, your staff must be equipped with the knowledge and confidence to support all children.
Offer training in:
• Sensory processing and regulation
• Trauma-informed care
• Communication differences (including AAC)
• Disability awareness and bias
Inclusion isn’t just about policies—it’s about people. A well-trained, compassionate staff is essential.
8. Embed Play, Movement, and Choice
From an occupational therapy lens, play is how children learn. And inclusive play environments are ones where every child can explore, create, and move in ways that work for them.
Offer:
• Open-ended materials (e.g., blocks, scarves, sensory bins)
• Opportunities for gross motor play (e.g., climbing, jumping, balancing)
• Adaptable play structures that allow different entry points
• Invitations to play that honor a child’s interests and sensory profile
Choice is empowering. Letting children decide how and when they engage supports autonomy and confidence.
9. Think Beyond the Clinic or Classroom
Inclusivity doesn’t stop at the therapy room door. Parks, libraries, stores, places of worship, and entertainment venues can—and should—be more welcoming to children of all abilities.
If you’re a business owner or community leader:
• Designate sensory-friendly times or spaces
• Provide staff training in disability etiquette and communication
• Offer materials in multiple formats (visual, tactile, auditory)
• Partner with professionals (like pediatric OTs!) to assess and improve accessibility
Small changes can make a big difference.
10. Make Inclusion a Practice, Not a Project
Finally, remember: inclusion is not a destination—it’s an ongoing process. As a pediatric OT, I’ve learned that even the most thoughtfully designed environments need to evolve with the children they serve.
• Observe how children interact with the space
• Reflect on what’s working and what’s not
• Stay open to feedback and ready to adapt
Inclusion isn’t perfect. But perfection isn’t the goal—progress is. When we create environments where all children feel seen, safe, and supported, we lay the groundwork for a more compassionate, connected world.
Final Thoughts
Inclusive spaces don’t just accommodate—they celebrate. They tell children: You belong here, exactly as you are. As a pediatric occupational therapist, I believe this is one of the most powerful messages we can send. Let’s commit to building spaces that reflect that belief, one thoughtful decision at a time.
If you’d like help making your school, clinic, or program more inclusive, I offer consultations and training sessions for teams and organizations. Let’s work together to build spaces where every child can thrive.
– Marina Scott, OTR/L
SuperKids Pediatric Consulting Services 