You sometimes hear that children with special educational needs don’t need different provision, they just need god teaching. I think there’s some truth to this.
Of course, what works best for children with special needs depends upon the precise nature of an individual’s particular needs. That said, we can draw some generalisable conclusions by thinking about some of the more common areas of need schools have to contend with.
For instance, a child with a working memory deficit is likely to benefit from having information carefully sequenced and instruction broken into manageable chunks. But all children have limited working memory capacity and so all children will benefit from having instruction chunked.
Dyslexic children have the best possible chance of learning to read fluently if they are taught using a systematic synthetic phonics programme. This is equally true of children who are not dyslexic.
Students with an attachment disorder are likely to benefit from a structured environment,…
