ABSTRACT
This chapter explores the definitions of slow learning and under-achievement are given, and their implications. Short case studies of three learners with below-average attainment illustrate pupils' difficulties and a range of responses made by teachers and school systems. Spontaneous adaptations Spontaneous adaptations include critically reviewing what an activity is for, what it requires and how prepared the pupil is to tackle it; repeating, re-framing and/or improving instructions, guidance or support; slowing the pace; and boosting resilience and ways of persevering. The chapter places emphasis on the values of collaborating with colleagues and having supervision of guidance and support for pupils who learn slowly or fall short of what they are expected to achieve. Supervising additional and special provision is crucial, partly in order to be accountable for how the teacher uses resources and partly because there is much to learn from how the teacher and his colleagues adapt his ways of working and making discoveries about teaching and learning.
