A critical review of systematic evidence concerning distinctive pedagogies for pupils with difficulties in learning

Abstract

Recent curriculum initiatives in the UK assume the validity of a broadly common curriculum for all pupils. This paper summarises our review (Lewis & Norwich, 2000) which set out to subject that assumption to critical scrutiny. The review addressed the question: can differences between learners (by particular learning difficulty group) be identified and systematically linked with learners’ needs for differential teaching? We framed the review around notions of the general and unique needs of individual learners.We found little evidence to support the notion of one, or several, SEN‐specific pedagogies. It may be that systematic differences in pedagogic needs do exist between various special educational needs subgroups (for example, in the UK: moderate learning difficulties; specific learning difficulties; profound and multiple learning difficulties) but the research to date has not been designed in ways that reveal these differences. It may also be the case that systematic differences do exist between groups of learners for particular pedagogic inputs, but that the basis for grouping is not consistent with the administrative groupings now operating. Both these positions reflect general pedagogic differences between learners.There is increasing support from within and beyond the special educational needs ‘community’ for the recognition of common pedagogic needs, and the conclusions of our review support that position. However it is tempered by recognition of the unique differences position. That is, that while recognising common pedagogic needs across all learners (for feedback, for example), how this is translated at the level of the individual learner will reflect the capabilities (cognitive, social and emotional) of that individual. We conclude that the notion of continua of teaching approaches is useful as it enables us to distinguish between the ‘normal’ adaptations in class teaching for most pupils and the greater degree of adaptations required for those with more severe difficulties in learning, those designated as having ‘SEN’. These are adaptations to common teaching approaches; what some writers have called specialised adaptations, or ‘high density’ teaching.