It is less a coherent theoretical concept and more an umbrella term for classroom learning settings in which individual learners receive different instruction (Breidenstein, 2014, Wellenreuther, 2008). In the German context, a related term has become widespread over the past 15 years, “Individuelle Forderung”, which may best be translated as “individualised support” (Klieme and Warwas, 2011). It also describes the idea that teachers’ instruction should be responsive to the individual needs of students.