ABSTRACT
One of the key dilemmas in defining and understanding inclusion is highlighted by the need to provide common curricular objectives and learning outcomes for all, yet at the same time meet the individual and specific needs of groups of children with learning differences, such as those with dyslexia. It is therefore important to develop inclusive models of support that can take the individual needs of children with dyslexia within an inclusive school into account. Differentiation and curricular development are both challenges and indeed responses to meeting the needs of students with dyslexia. It is important that the learning experiences of children with dyslexia are contextualised and meaningful. There is evidence that portfolio assessment has the potential to exam the performances of students with dyslexia in a more level-minded way than a one-off test or national examinations, and this is becoming more prevalent in the examination system.
