ABSTRACT
In this chapter we have reviewed the academic outcomes achieved by students during the lifetime of the Project IRIS research. It became clear that students needed to be benchmarked against themselves rather than a notional norm for their age group. While students did not always keep pace in learning with their peers, there was substantial evidence that these students, when appropriately supported, could achieve at school and national levels. These findings have implications for how we conceptualise academic outcomes and make a strong argument that a more wholistic approach is required to capture the learning achieved by students who have difficulties in learning.
