ABSTRACT
Teachers can identify the occurrence of barriers to learning by watching out for indicators as children work in the classroom. There are many different ways in which children's special educational needs can be appraised. Children who experience difficulties in learning will only receive appropriate educational provision if it takes account of, and responds to, the whole range of factors which contribute to the child's learning difficulties and successes. The emphasis within the recognition model is upon change inside a number of areas of the curriculum which would otherwise cause the pupil to continue to experience difficulties in learning. The process of matching teaching and learning experiences to the all-round needs of children can be refined even further by probing the particular interests and concerns of individual pupils. Whilst the behavioural objectives approach can help children to develop certain skills, the approach should be used with caution.
