Thus, rather than concentrating on the differences between
learners, it might be more helpful to think in terms of learning
outcomes. Indeed, many teachers and specialists do just
that in practice. Kershner (2000) has developed a typology
of learning aims to enhance achievement, active learning
and participation and for responding to individual differences.
Her model clarifies the link between the teacher’s role
and learning in making sense of individual differences,
without relying on disability categories. In this model, learning
is defined as a holistic notion in which the teacher ‘uses
a combination of strategies to set appropriate work’. What is
important here, as argued in ‘Inclusive pedagogy’ (Florian &
Kershner, in press), is that inclusive education is distinguished
by an acceptance of differences between students as
ordinary aspects of human development.
The key point is that, while there are differences between
learners, the salient educational differences are found in
learners’ responses to tasks and activities, rather than in the
medical diagnostic criteria that have been used to categorise
them in order to determine their eligibility for additional
support. However, if neither ‘process teaching’ nor
‘diagnostic-prescriptive teaching’ are helpful strategies for
supporting learners when they experience difficulty, this
then raises questions about what does work, who holds this
knowledge and how it can be used in support of learners
when they encounter difficulty.