ABSTRACT
In almost every inclusive classroom there are students who are academically gifted or who have a specific talent, a few who have a significant disability, and other students who experience learning difficulties or have emotional and behavioural problems. The term ‘exceptional’ has often been used to describe these learners. For those who are gifted and talented, provision must exist in inclusive classrooms to meet their needs and to help them reach their potential. Similarly, provision is often required for those with special educational needs, disabilities or learning difficulties. It is often reported that between 15 and 20 per cent of students experience learning problems of some type for longer or shorter periods of time. This chapter provides detailed information on giftedness, learning disabilities, intellectual disability, autism, ADHD, physical and sensory impairments, language disorders, and emotional or behavioural problems. The priority needs of these students are identified, and practical advice for adaptive teaching is provided.
