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Students with language and attentional difficulties are present in all classrooms. Despite the significant barriers these students can face in accessing the curriculum, making use of teachers’ pedagogical practices, and demonstrating their learning, students who experience language and attentional difficulties are poorly identified and supported. As a result, many students with language and attentional difficulties disengage and underachieve. As part of the Accessible Assessment ARC Linkage project, this doctoral study will investigate whether reducing instructional language and cognitive load in Year 10 English classrooms improves the educational experiences, engagement and learning outcomes of students with language and/or attentional difficulties.