ABSTRACT
Sharon Camilletti examines this question from her perspective as an advisory and support teacher for children with special educational needs. In her work, she is expected to support mainstream colleagues in providing successfully for children experiencing difficulties in learning, and is increasingly asked for help
on differentiation. She found that colleagues were becoming discouraged because the efforts that they were putting into differentiating their teaching often did not seem to lead to significant improvement in the quality of children’s engagement with learning tasks.
