ABSTRACT
Reviews of education have frequently commented on the need for schools to demonstrate greater recognition of the diverse learning needs of pupils. The Plowden Report (1967), written thirty years ago in Britain, heralded a shift from an authoritarian perspective on schooling towards a philosophy of education that included consideration of individual differences, the need for first-hand experiences and opportunities for creative work. The classroom was acknowledged as being more than a place for learning, it was an important part of pupils’ lives and it provided the opportunity for them to acquire attitudes and values.
