ABSTRACT
Many teachers automatically think of differentiation in terms of the creation of worksheets aimed at pupils of differing attainment, when considering teaching pupils with special needs. This chapter presents some clear principles that should underpin approaches to supporting young people with special needs. It attempts to provide both general guidance alongside some specific practical ideas to show how these principles can be implemented in the history classroom. One of the many challenges facing students in history is related to language. Questions are important in checking pupils have understood an explanation or in checking how pupils reached a particular answer. Teacher talk also needs careful consideration, especially in terms of questioning. The chapter also presents case studies of Steve, a pupil with ADHD, Kuli, a pupil with hearing impairment, and Josie, a pupil with vision impairment. A project reported by the Curriculum Council for Wales explored ways in which the history curriculum could be made accessible to pupils with learning difficulties.
