ABSTRACT
Potentially, a multitude of practices are available to those who strive to help pupils overcome, or circumvent, the difficulties they encounter. However, the actual support which a child receives will be determined, amongst other things, by the teachers’ confidence and ability in providing appropriate teaching and learning experiences, their relationship with the child, their willingness to reflect upon and make changes to teaching practices, the help received from colleagues, the resource constraints within which they have to work and the ‘process’ by which special educational needs are determined. It is against this backdrop that we consider the appropriateness of different kinds of support which can be provided for pupils within their own classrooms.
