ABSTRACT
It would not be an exaggeration to state that the mainstream classroom today comprises of a wide range of special needs. Inclusive teaching is the buzzword, with the onus on teachers to differentiate the curriculum to meet the diverse needs of the class. Having engaged with many schools over several years, I have noticed the extent of their needs has deepened and pupils who, not so long ago, would have been educated in a special school or, at least have access to an in-house resource base, are now schooled almost exclusively within the mainstream. Responsibility for their day to day learning is increasingly the responsibility of LSAs who, due to budget constraints, do not receive sufficient specialist training. Access to the curriculum, when basic skills such as active listening, knowledge of positional language are far from secure, is not within their reach.
