ABSTRACT
This chapter discusses some of the key findings from a two-year development and research project in England, raising levels of achievement for pupils with moderate learning difficulties (MLD), to be called Lesson Study-MLD project (LS-MLD). The project had several different aims and one of these focused on in this chapter was about developing the teaching and learning of pupils with identified MLD. The chapter focuses on two main questions: finding out how the lesson study (LS) process helped to reduce barriers to learning of pupils with identified MLD in the project schools and elucidating the reasons about how and why the LS process was able to assist in reducing such barriers to learning. The project was in two separate phases. In both phases the participating teachers first received training in the use of LS and were then asked to design and undertake a number of LS cycles in the broad areas of humanities, English and art.
