Abstract
The purpose of our study was to support six primary school children with Special Educational Needs (SEN)- out of a sample of 16 pupils with and without SEN- in order to improve their writing skills by using the method of differentiated teaching through Children's literature. The intervention lasted 6 teaching hours during which all children edited a variety of creative activities based on two chosen literature texts, with the writing tasks being differentiated for children with SEN. The collected data proved that most children with SEN increased the text size they produced but they presented variations regarding the quality of the vocabulary they used.
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