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This paper reports the findings from a project focused on teaching secondary aged pupils with moderate learning difficulties (MLD) using Lesson Study methodology -a collaborative approach for teachers to assess, evaluate and plan a sequence of lessons that focuses on the learning of one to two focus pupils identified as having MLD. The research aimed to examine the beliefs and attitudes of participating teachers about inclusion, teaching efficacy and the concept of MLD. It also aimed to examine what pedagogic approaches were developed through Lesson Study and whether these approaches represented a distinctive pedagogic approach for pupils with MLD. The study found that the views of teachers about inclusion reflected a conditional concept of inclusion and that their attitudes to inclusion were stronger in principle than in practice. Their concepts of MLD meanwhile reflected the uncertain place of intellectual abilities in defining the category and doubts about differentiating MLD from low attainment. Analysis of pedagogic approaches used by participating teachers at the end of the programme indicated a holistic model of approaches that go beyond cognitive adaptations to include input modes, grouping and learning relationships, while also indicating a continuum model of pedagogy for pupils with MLD in which pedagogy is not distinct but an extension and intensification of general approaches. IntroductionThe aims of this paper were to examine teachers' beliefs, attitudes and ideas about pedagogy for pupils with moderate learning difficulties (MLD) when they participated in a Lesson Study programme over a period of eight months. This paper analyses some of the data collected as part of the first of a two phase project that involved using the Lesson Study method to develop teaching and learning of secondary aged pupils with MLD. Lesson Study is a school-based collaborative professional development approach which has not been used systematically in the teaching of pupils identified as having MLD, nor any other area of disability and learning difficulty. One of the larger aims of the project was to improve the learning experiences and opportunities of pupils with MLD to enhance their educational

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Purpose – The purpose of this paper is to make the case for the novel use of lesson study (LS) for assessment purposes, in addition to its typical use to develop teaching and for professional development. The specific use of LS for assessment in this paper is for pupils experiencing learning difficulties in order to enhance understanding of their needs. Design/methodology/approach – The paper explains briefly the origins and principles of LS and draws on evidence from various studies for why and how it can be used for assessment purposes. The key role of formative assessment in the LS process is connected to the parallel developments of dynamic assessment and the response to instruction approach to the assessment of pupils with learning difficulties. Findings – The paper concludes with an account of how the assessment use of LS can be translated into practical assessment procedures. Originality/value – The value of the paper is in the original and explicit explanation and justification of the use of LS principles for formative assessment of pupils with learning difficulties.

PurposeThis paper aims to discuss findings from a development and research project using the lesson study (LS) method in England, which had the overall aim of improving learning opportunities for pupils identified as having moderate learning difficulties (MLD). MLD is one of the most prevalent areas of special educational needs in the UK and the project is the first UK attempt to use LS with pupils with identified learning difficulties. The contexts, mechanisms (processes) and outcomes of the lesson studies carried out at the project schools are discussed and analysed.Design/methodology/approachThe paper outlines and discusses how teachers carried out lesson studies in 14 secondary schools and evaluates the lesson study processes in their school contexts by using both qualitative and quantitative research methods. The methodology uses a realist evaluation approach which links contexts, mechanisms and outcomes in order to develop and test a programme theory.FindingsThe teachers reported positive processes and outcomes of the lesson study experience for themselves and for the pupils with MLD, but outcomes for the schools were more ambiguous. The findings raise issues about the importance of wider support for the LS process in schools for its successful implementation as well as potential difficulties that teachers may face when engaged in the process.Originality/valueThe paper shows how LS methods can be applied to the professional learning of teachers focused on teaching pupils with learning difficulties in ordinary and some special schools. In so doing, it contributes to the developing literature about Lesson Study in the West. The analysis goes beyond the description of LS practice to examine empirically how LS outcomes arise from specific processes in particular contexts. The findings are relevant to teachers, professional developers and researchers with LS interests as well as educators interested in developing inclusive practices for pupils with special educational needs.