This contribution considers the processes of responding to student diversity and conceptualizing and constructing student difference in the context of individualised planning. Individualised planning is a common way for schools around the world to respond to the challenges posed by pupil diversity. Data was gathered through semi-structured interviews with practitioners in 14 schools in England and Portugal. 41 pupils’ cases were followed over a two-year period. Cross-national data enabled exploring issues and assumptions about educational ‘difference’ through a societal approach, looking at the interaction between a plurality of micro and macro causal factors that influence social phenomena (Hantrais & Mangen, 2007). The study identified similarities between settings in three main aspects: the way teachers define which pupils ‘need’ individualised educational responses; the phenomenon of a perceived need for different planning and provision for some pupils; and finally, the influence of contextual factors, for example the pervasive influence of national policy on teacher thinking and school practice. On the other hand, the levels of differentiation expected from teachers and the labels and categories used in each country differed considerably between countries. The comparative nature of this study allowed the development of a theoretical model about how diversity is conceptualised and responded to in a mainstream classroom context. Its overarching theory rests on the impact of the processes of conceptualisation and management of ‘difference’ on one another. For example, the resources available in each school influence which pupils are identified as needing individual planning and consequently influence how pupils are conceptualised. Individualised planning is a way to ‘deal with the challenges’ posed by pupil diversity that allows minimal changes to be made to the established teaching and learning practices. This is problematic because it may avoid the structural system changes required for the development of inclusive education systems where all learners are able to access, participate and succeed. This study sheds light on the influence of policy in constructing notions of student difference, on assumptions about difference (Minow, 1990), and this raises concerns about equity (Artiles et al. 2011; Dyson & Gallannaugh, 2008).

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