Question: Individual differences - in the book 'Battle Hymn of the Tiger Teachers', the staff describe a situation where they acknowledge special learning needs, but do not 'pander' (sic) to them. Instead, they assert that kids who struggle more will need to put in more effort, and they therefore hold them to the same standards as any other children in any given lesson and for homework. They do so with additional support (where necessary) but they *never* differentiate within the classroom or treat students differently in a lesson because of their specific learning difficulties. (An example to illustrate this is that if an SEN student gives a wrong answer or lets their attention wander - in a situation where ADHD would normally be the excuse - they will be given a demerit just like any other student.) They believe this mirrors real life, where the world won't make allowances but expect you to meet the same standard as everyone else if you want to be considered their equal (for example in the competitive workplace). Whether or not I agree with their approach, their reports of (SEN and other) students making several years' gain in reading (and other skills) through their intervention programs (such as after-school reading clubs) are interesting. Is there any research evidence to say that this approach - rather than differentiating in the classroom (which they believe contributes to teacher burnout) is effective?