ABSTRACT
The challenge of meeting the entitlement of pupils who experience special edu cational needs is a perennial one for all teachers. Since the publication of the Warnock Report (HMSO 1978), schools and teachers have engaged in a strug gle to establish a pedagogy that is inclusive while at the same time supporting the needs of those experiencing the most diffi culties. It is in the teaching of mathematics and English that the most attention has been paid to special needs. Alongside this, considerable efforts have been put into promoting behaviour for learning. Perhaps equally challenging for primary school teachers is designing and implementing lessons in classes with mixed-age groups, and this occurs most often in small rural schools. The data we will draw on in this chapter refl ect the way teachers meet both these challenges. These issues are not new, so before turning to our own data we will examine the key pedagogical concepts of ‘match’, ‘differentiation’ and ‘personalised learning’.
