ABSTRACT
New legislation and national guidance in 2014 changed the landscape of educational provision for pupils with any sort of 'additional' or 'special' needs. The vast majority of learners, including those with 'moderate' or 'mild' learning difficulties, weak communication skills, dyslexia or social/behavioural needs rarely attract additional resources. They are very much accepted as part of the 'mainstream mix'. Pupils with more significant special educational needs and/or disabilities (SEND) may have an education, health and care plan (EHC plan). This outlines how particular needs will be met, often involving professionals from different disciplines, and sometimes specifying adult support in the classroom. Both groups of pupils are ultimately the responsibility of the class teacher, whether in mainstream or special education. Successful schools are pro-active in identifying and addressing pupils' special needs, focusing on adapting the educational context and environment rather than on 'fixing' an individual learner.
