chapter  2
12 Pages

Meeting Children's Needs

Traditionally, slow-learning pupils in mainstream schools were withdrawn from normal lessons and taught separately for all or part of their time. However, the advent of the Warnock Report (DES1978), together with the widespread acceptance of the comprehensive system and mixed ability teaching, led many schools to adopt a more inclusive philosophy and to favour in-class support. The introduction of the National Curriculum gave further impetus to this movement, as it was no longer permissible to deny pupils access to subjects such as French in order to reinforce skills in basic literacy or numeracy.