ABSTRACT

The notion of inclusion has developed in response to the realisation that whatever educational measures are put in place, the success of any one child is dependent on that child experiencing an education that meets their individual needs. Each child is unique and needs an individual curriculum. While many who work with children have felt this to be the case for many years, the 'official' recognition that this is so brings with it certain challenges, perhaps unforeseen. Many who work with children have felt that the recent approach to education, particularly the curriculum documentation and requirements they have been working with, has failed to address the needs of some learners. That is, all children have had to be taught certain things, in a certain way, whether it is beneficial to the child or not. However, to now be told that teaching methods and, to some extent curriculum, content can be tailored to meet the needs of individuals raises the challenge of planning learning activities that benefit up to 35 individuals at any one time.