Happily, taking individual learning differences seriously remains the essence of early-years provision and a significant number of primary and secondary schools have, for some time, also recognised that the accommodation of diverse learning styles is beneficial in terms of children's cognitive, social and emotional development. There is a tendency for schools that adopt this approach to be somewhat isolated. However, I detect an increasing amount of encouragement for systemic development in this field.
One example is provided by Creative Partnerships London East (CPLE), which has preferred learning styles as its action research focus and is supporting local schools to develop creative approaches to teaching and learning. An important feature of CPLE's support is that it brings schools together to share findings and establish stronger common understandings about preferred learning styles and creativity.
As a consultant working with CPLE, I would be pleased to hear from others with an active interest in this area of development, Paul Howard 54 Margery Park Road Forest Gate, London E7