ABSTRACT
In-service training time is often used to introduce changes to working practices. More importance has to be placed on the impact of a change in attitude that can come from a greater understanding of learning difficulties, specific learning difficulties (SpLDs) and Special Educational Needs Disability (SEND). The training activities invite teachers to consider models of good practice for differentiation, via a process of self-evaluation. By thinking through their existing practices, attitudes and beliefs about their current pupils teachers may come to understand the changes which are possible. Change requires the fulfilment of the following conditions like Appetite, Effort, Courage, Acceptance of failure, Honesty and Self-Evaluation. This chapter argues that implementing change is a teacher's core business. In addition, the cyclical way in which teaching and learning is organised in schools presents teachers with new faces each September and along with it new curricula, new systems and new pedagogies.
