These children may be working outside normal expectations as a result of gaps in their knowledge or the way in which they have been taught in the past, or as a result of specific special educational needs such as dyslexia, autistic spectrum disorders, sensory impairments and speech and language difficulties. The National Numeracy Strategy outlines a three "wave" model of support which draws on intervention programmes such as the National Numeracy Strategy Springboard Programmes, booster classes and specialist support staff who are able to offer advice on the "adjustment of learning objectives and teaching styles, and/or individual support (for the pupil)" (DfES. 2002.). It is at waves two and three of this model that we see conflict and tensions between the notion of a fully inclusive daily mathematics lesson, and the removal of certain pupils for additional support outside of the normal classroom …show more content…
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