More and more pupils with learning difficulties are being taught in mainstream settings but how inclusive is the teaching they experience? In this illustrative case study, Ruth Germain, a teacher in a mainstream primary school, looks at how Paul, a pupil with Down’s syndrome, is supported during ‘dedicated numeracy time’. She examines the relationships between whole-class, group and individual teaching; the nature of the support Paul receives; and his educational and behavioural responses. The article closes with a call for further research into the implications for teaching and learning of the inclusion of pupils with learning difficulties in mainstream contexts.

Inclusion of pupils with learning difficulties in mainstream settings can improve their access to numeracy and positively impact their educational and behavioral responses.

Focus on Practice: Access to numeracy: a case study

Key Takeaway: Inclusion of pupils with learning difficulties in mainstream settings can improve their access to numeracy and positively impact their educational and behavioral responses.