Particular care needs to be taken to ensure that the talents of pupils with disabilities are identified and that appropriate provision is made to help them overcome barriers and develop their skills. For example, pupils who are hearing impaired may need particular help to develop their listening skills, access to individual tape-recorders and greater provision for lip-reading with a partner or individually with their teacher.

To ensure that there is continuity throughout key stages 3 and 4 -- and to ensure progression in all the areas outlined above -- teachers could keep a profile for gifted pupils over the years, monitoring their progress in line with individual targets in all four skill areas and with regard to their language skills and language-learning skills. Teachers need to pay particular attention to grammatical progression if more able pupils are to fulfil their potential. This should be planned into any scheme of work.

Inclusion issues in the general guidance

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