Primary classrooms today comprise students with many different backgrounds, experiences and needs and educators are challenged to differentiate the curriculum within these diverse educational ecologies. However, heuristic and theoretical debate on differentiated teaching and learning in primary school classes has paralleled concerns about the lack of empirical research to support differentiation practices. Following an in-depth literature review, and a Ph.D. study on literacy practice in primary schools, an ecological framework for dynamically and inclusively differentiating curriculum and pedagogy across a variety of educational contexts was developed. This article provides a brief overview of the PhD study and the framework, which links research with best practice that could provide the foundation of differentiating curriculum and pedagogy for students with diverse needs in inclusive primary classrooms. (Contains 3 figures.)