ABSTRACT
This chapter establishes an appreciation of why teachers need to support the diversity of student learning needs, develops an understanding of differentiation and compare how this contrasts with personalised learning and examines ways in which personalised learning can be conceived in primary years classrooms to support students with diverse needs, focusing specifically on targeted support for students with disabilities, gifted and talented students, and twice-exceptional learners. The concept of inclusive education advocates that all schools need to provide a rigorous education for children from the surrounding communities, regardless of disability, ability and combination of those. The process of differentiation starts with getting to know the students’ prior knowledge, experiences, strengths, weakness and learning abilities. Knowing the students is key to differentiating their learning through seamlessly weaving an approach of responding to student needs into lesson plans and teaching practices.
