Special educational needs and disabilities: Where to focus finite amount of time and resources?

Abstract

I reflect on school and classroom practices which are likely to have the greatest impact on those students, who for whatever reason, find themselves in situations where they need extra help with their learning. I argue that there needs to be a move away from an ever increasing need for specific categorisation and disability specific teaching strategies and tailor systems where there is robust monitoring of universal practices which transcend across a cohort of students with variable ability across different areas of skill and knowledge.