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Policies and legislation have set the benchmark for a formal education system that values all pupils, regardless of difference. As a preservice teacher about to enter into the teaching profession it is going to be my responsibility to cultivate optimal learning and teaching experiences that will support all students' social, emotional and academic development. Whilst this task does seem daunting and hard, it is also fascinating to be one of the numerous leaders that will contribute to an educational reform, resulting in the ideal of formal instruction. Within my classroom there may be learners who are: visually impaired, hearing impaired, physically disabled, ADHD, ASD, bereaved, affected by injury, or gifted and talented, simply to mention a few considerations. How can it be possible for me to offer access to learning that will improve social, emotional and academic development for each and every pupil within my classroom? This paper will discuss a way that the teacher may set up the learning environment to maximise learning and teaching, highlighting some possible benefits and difficulties of implementing such practices as a brand new instructor. Primarily, it's necessary that through planning I think about what it's all students need to understand and the best teaching and learning strategies available to provide this information. It's claimed by van Kraayenoord & Elkins (2009) which teachers should initially design and plan inclusive curricula, instruction and evaluation using the notion of the Universal Design for Learning (UDL). This theory takes into consideration that all students are unique and have different strengths, weaknesses, and interests. However, instead of the teacher adapting program to specific person's needs throughout preparation the t.. .