Differentiated teaching for inclusion

This book questions a crucial issue for schools of all levels: how to offer educational teaching programmes which are effective for all students, despite the increased heterogeneity of each school stage. The complexity of students’ personal needs is exploding and often only marginally concerns pupils with deficits. It is no longer possible to conceive a class as a group of «normal» pupils with some «special» ones too: learning difficulties, socioeconomic disadvantages, behavioural or emotional problems and second generation immigration make specialised educational needs the rule not the exception. Differentiating educational programmes is thus the only possible response to the challenge of inclusion which our institutions face: not simply giving room for differences in order to ingrate them but affirming them, nurturing them, making them the focus of educational practice. By illustrating the theoretical foundations and taking cues from the most recent outcomes of scientific research, the author describes the methodology of differentiated teaching, clarifying ways and modes of enacting it in class and providing ideas for example activities which can be easily transferred to different settings.