Problems Facing K-12 Education Nationally

¶ … promotion of more inclusive education. Up until recently, the practice of separating students with special education needs from general education students was commonplace. However, this practice often resulted in special education students not having access to the same caliber and quality of education as general students. This was recognized by the United Nations Convention on the Rights of Persons with Disabilities, which recently published reports and recommendations, demonstrating the merit and value of inclusive education for students with different needs and abilities at all levels (Ernest et al., 2011). Furthermore, the importance of identifying students with special needs early in order to provide appropriate education was suggested through research by Buffum et al. (2010). This is described as the premise underlying Response to Intervention (RTI), and differentiated instruction may be effectively used to provide special needs students with appropriate access to curriculum and support (Buffum et al., 2010).

There has been a multitude of research conducted that has provided evidence in support of differentiated instruction within all classrooms. Differentiated instruction is not a new concept, as it was the practice used in the past with one-room schoolhouses, where one teacher provided instruction for students of all ages, skill levels, and abilities within one classroom (Ernest et al., 2011). Differentiated instruction addresses the individual needs of students by using various strategies and resources to best accommodate curriculum to the diverse needs, skill levels, learning styles, and interests within the classroom (Ernest et al., 2011). This differs from the more conventional practice of teaching, in which the teacher utilizes one uniform approach to a strategy that is generally based on a deficit of skill or conceptualization (Ernest et al., 2011).

Differentiated instruction occurs when teachers take the skill levels, abilities, interests, and needs of students into account when developing and implementing instructional strategies. These strategies involve ongoing assessments by the teachers of the instruction and the learning activities to ensure that students are benefiting from the lessons, and that the curriculum is interesting and relevant for each student within the classroom (Ernest et al., 2011). Also, diversity is promoted within the differentiated classroom, so that all students including those with special needs have the opportunity ti experience different settings and roles through various individual and group learning activities (Ernest et al., 2011).

These differentiated curriculum plans are developed by teachers through the selection of strategies within four different areas. These areas include content, process, product and learning environments (Ernest et al., 2011). Content indicates the overall outcomes from learning. Process refers to the practice of differentiating how the content is taught to students, including the use of diverse modalities and resources, individualized tasks, or different groups and roles for students (Ernest et al., 2011). The third area is product, which can be altered by students choosing to work individually or by collaborating in group work. The final area is the learning environment, which can be changed physically or in regards to learning in order to support the needs of all individuals within the classroom (Ernest et al., 2011).

It was suggested by Ernest et al. (2011) in their case study of a teacher implementing differentiated instruction within a special education context that there are barriers to this implementation. The most prominent barrier observed by the researchers was the common perception among teachers and the public that differentiated education is just another passing fad. The researchers expressed the necessity for a shift in classroom models from the tradition deductive view that teaching strategies that work for most should work for all, to a more inductive approach that understands and respects the needs, skills, learning styles, and interests of individual students. It is acknowledged by the researchers that several challenges will be present with regards to inclusion of special needs students within the classroom. These challenges may include keeping every student on track with learning and the curriculum, aiding children with any difficulties they may be having with comprehension or retention of the curriculum content, dealing with tedium and boredom within the classroom. It is noted by the researchers that strategies that work for children with special needs and abilities are generally effective and engaging for children of all skill levels and abilities (Ernest et al., 2011). These effective strategies include the use of lively whole group activities, ensuring individual acknowledgment within the group, as well as the presentation of content in a manner that is a reflection of the developmental needs of the child (Ernest et al., 2011).