ABSTRACT
This chapter defines learning needs. Central to an inclusive approach to learning needs is that all learners have unique learning needs which must be acknowledged and addressed. This is also a central idea within what is called ‘21st century learning’. Reuven Feuerstein, Y. Rand and M. B. Hoffman have provided an important critique of the traditional forms of assessment of cognitive ability and so-called ‘intelligence’. Because they give an outcome measure only, these traditional tests have their limitations for diagnostic purposes. A non-labelling and non-homogeneous grouping use of a process approach is in line with both an inclusive approach and with ‘personalised learning’ as affirmed in twenty-first century learning. Feuerstein and his colleagues emphasis the need to look at areas of effective performance, and peaks in performance, within the process. These indicate strengths or points of near-mastery on which to focus. This emphasis is in line with L. Vygotsky’s concept of the Zone of Proximal Development.
