ABSTRACT

Including pupils with learning difficulties in mainstream lessons is challenging – but in a positive way. Teachers say that including these pupils often takes them back to the core of their vocation – being creative with the curriculum and identifying the really important aspects of what is taught. Other pupils too will enjoy the challenge of learning in new ways. There is currently a great deal of research into the differing learning styles of pupils. Much of the differentiation we need to make for pupils with learning difficulties involves making learning more visual, and more kinaesthetic. Where teachers strike a balance in their lessons between the auditory, the visual and the kinaesthetic, pupils achieve more and there is a lower incidence of disruptive behaviour.