Providing all students with an opportunity to be successful is at the core of education. But is that motto truly carried out in the actions and practices of schools. This case study examines the practice of tracking as it relates to Gifted and Talented programs.

Australian classrooms are becoming increasingly diverse. In addition to a wide range of mathematical abilities, primary teachers of mathematics must meet the needs of children from varied cultural backgrounds, many of whom have had different mathematical experiences. Children who have physical, intellectual, social or emotional difficulties may be included in the mainstream classroom. There may also be children who are classified as gifted and talented in one or more domains. All have the capacity to learn mathematics, and the right to experience mathematics suitable to their learning needs. Although this chapter addresses issues relating to inclusion in primary mathematics classrooms, it does not pretend to provide a special education focus. The needs of children with specific disabilities can be highly technical, and it is well beyond the scope of this chapter to try to deal with all the detailed requirements and concerns that may be encountered. Rather, this chapter aims to help the primary teacher deal with the reality of mathematics teaching in modern classrooms, where there may be children with very diverse learning and mathematical needs. Many students are not categorised as having a disability but have information processing delays. These students will benefit from the same approaches as those with recognised disabilities.