ABSTRACT
Both schools and individual teachers are expected to not only identify which learners may face barriers to their learning, but also how to adapt their teaching in order to address the challenges. At one time the priorities were identified as the disadvantaged, those with Special Educational Needs and Disabilities (SEND), English as an Additional Language, as well as literacy, numeracy, and behaviour. There was considerable work undertaken to develop individual strategies to address each of these, with many becoming identified as good teaching strategies for all learners. From the early-twentieth century, there has been an explosion in the interest in the way learning takes place. More recently there has been an increased expectation that how teachers teach is based upon research-evidenced practice. Developing appropriate strategies for learners with SEND is an accepted element of the role of the teacher. Teaching staff will be required to work closely with the school SEND Coordinator and with a teaching assistant, when appropriate.
