¶ … 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,
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…
President X of Education: Even proponents of high-stakes standardized testing for grades K-12 have argued that such tests should be only one measure amongst many to validate the effectiveness of a school or student. Yet the emphasis placed upon such tests in determining school ratings and the increasing proportion of the day devoted to preparing for such exams has inevitably fostered teaching to the test rather than teaching higher-level concepts.
If we can institute more policies to make STEM education within our higher education system more inclusive, we can assume that this diversity will make STEM attractive to minority students. In order for policy makers to know where to begin with minority students, they need to know what is preventing them from getting a good STEM education, what factors have contributed to minorities who are successful in this field and
(Restructuring California's School Finance System) The requirement of funds that the schools necessitate is also a matter of controversy attracting the attention of courts in California. The ACLU filed a writ petition of Williams et al. Vs. State of California et al. emphasizing that the state fails to meet the obligations in providing all students with basic educational necessities. The local school districts appearing the law suit of ACLU were
Economic Issues of Student Achievement in a Non-Profit School Environment The objective of this work in writing is to examine the economic issues of student achievement in a non-profit school environment. Toward this end, this work will examine literature across many areas of study to produce a synthesis of the information and knowledge available on the economic impacts of achievement among students who attend a non-profit school. Examined will be issues
Academic Profile of Home Schooling - a Case Study Home Schooling vs. Traditional Educational Methods Home Schooling Methodology Focus of the Practicum Culture Area of Inquiry Subject/Topic Areas Home Schooling as an Alternative Curricula and Materials Used for Home Schooling The Success of Home Schooling Evaluation Design Conditions for Change Timeline Chronology Legislative Information: Maryland: A Legal Analysis State Laws and Regulations - Maryland Goulart and Travers vs. Calvert County Home-schooled Kids Find Social Growth" Home Schoolers in the Trenches" Home School Academic Advantage Increases Over Time" Home Schooling." ERIC Digest,
Extrinsic rewards should only be used when other efforts to actively engage students in learning has failed; (3) In the event extrinsic rewards must be utilized, they should be "just powerful enough to control behavior" and should be eliminated in phases before all intrinsic motivation is lost. Jones, Vermette, and Jones posit in their article, "An Integration of "Backwards Planning' Unit Design with the "Two Step" Lesson Planning Framework," planning and
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