ABSTRACT
Differentiation in the UK has moved from a theme in special education for slow and disabled learners to a concern for all mainstream teachers. In 1992 Her Majesty's Inspectorate for Schools (HMI) came to see it as crucial to meet the needs of able learners. It saw differentiation as the key to making provision for able children together with the use of ‘judicious questioning’. It found that able children, despite the introduction of the National Curriculum, were still not having their special needs met (HMI 1992). In fact it was often because of such an overfilled curriculum their needs now could not be met (NACE 1994).
