ABSTRACT
This chapter considers how the people can minimise any barriers that might make the subject inaccessible to pupils. The objective is to create a supportive environment which will maximise learning opportunities, make lessons more efficient and allow the pupils to focus on scientific learning. Scientific laboratories are not always the most pupil-friendly environments, and, whilst the philosophy and practice of the teaching of science have changed over the last few years, many of the rooms in which it is taught have changed very little. Difficulties can arise when teachers do not have the luxury of their own laboratory but rather have to share; discussion between colleagues is essential, especially when trying to improve the learning environment for pupils with special educational needs and/or disabilities. Technology is vital for an inclusive laboratory. It can enhance the work of both the pupil and the teacher.
