ABSTRACT
In the previous six chapters attention has been given to the teaching and learning of what are known as the ‘basic academic skills’—reading, writing, spelling and using numbers. Strategies have been presented for adapting methods and curriculum content in these areas to meet the special requirements of some students. The basic academic skills are obviously not the only areas of the curriculum where adaptation may be necessary when teaching students with special needs. In this chapter some generic principles for developing inclusive practice through differentiation across the curriculum will be discussed, together with specific suggestions for adapting curriculum content and resources, or modifying teaching approaches.
