Recent curriculum initiatives, such as the National Literacy and Numeracy Hours, assume the validity of a broadly common curriculum for all pupils. This article synthesises a review which set out to subject that assumption to critical scrutiny, addressing the ensuing question: can differences between learners (by particular special educational needs [SEN] group) be identified and systematically linked with learners' needs for differential teaching? Generic teaching effectiveness studies have assumed that what works with most pupils would also work for all pupils. However, little direct evidence for this position has been presented in the areas of learning difficulties which are covered in this review. Similarly, some papers by SEN specialists make calls, which were also mostly unsubstantiated by empirical evidence, for what the authors call, the 'unique differences' position. This rejects distinctive SEN teaching strategies and accepts that there are common pedagogic principles which are relevant to the unique differences between all pupils, including those considered to be designated as having SEN. This position is qualified by some recognition of the need for more intense and focused teaching for those with SEN. Support for a common pedagogy also comes from the authors' analyses of pedagogy by SEN group. They conclude that the notion of continua of teaching approaches is useful as it makes it possible to distinguish between the 'normal' adaptations in class teaching for most pupils and the greater degree of adaptations required for those with more severe difficulties in learning, those designated as having SEN. These are adaptations to common teaching approaches, what have been called specialised adaptations, or 'high density' teaching.
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