How do the curriculum requirements that are
practiced in public school versus private school affect the teaching methods?
Potential source: The Department of Education's, How Public and Private Schools Differ
http://nces.ed.gov/pubs97/97983.pdf
Monday, March 31, 2014
Sunday, March 30, 2014
Supporting Diverse Learners
Every learner is unique. Many of us have specific styles and preferences of how we learn; these styles cater to our personalized learning levels. In an ideal classroom setting, teachers must invite students into equal learning opportunities that adhere to their intellectual ability, social or economic background, language proficiency, physical ability, and so on. Some of these diverse learners are often at risk for academic failure and require special understanding and attention. In recent years, the United States has experienced a shift in cultural, linguistic, and socioeconomic differences in classrooms. Because of this diversified population, achievement gaps have become a new challenge for teachers in mainstreaming students. Today's teachers are faced with an urgency to fundamentally shift their knowledge, skills, and assumptions about diverse students to truly narrow the gap among learners.
To narrow the gap we must first broaden our prospective of learning. Teachers must provide an "equity pedagogy" to provide effective instruction and successful learning opportunities with respect to all the present differences in the classroom. In inclusion classroom, especially, the teacher's philosophy of learning must maintain the right of all his or her students to receive an appropriate education within general curriculum requirements. An inclusion setting can be a teacher's best friend or worst nightmare depending on the effectiveness of strategy and, almost more importantly, attitude.
The Individuals with Disabilities Education Act, or IDEA, has served an astounding number of students who receive special services in school since its establishment in 1990. In 2008, for example, about 95% of students in the United States ages six to twenty-one received services listed under the IDEA principles. Among these principles, 13 disability categories are identified as either high, low, or special learning need disabilities that may appear in school systems across the country. The IDEA provides explicit rights, accommodations, familial services, curriculum-based measurements, and many other services that aim to provide optimal instructional programs for students that fall under the umbrella of special needs.
Because the classroom teacher is the main instructor for all types of diverse learners, specific guidelines are provided that help teachers work most effectively with their inclusion students; sensitivity to conditions, awareness of student health, and proactivity in positively affecting a student's life are all examples of how a teacher can best cater to this population in the school system. Most importantly, the teacher must strive to build an interpersonal relationship with the included students as well as among the peers in the classroom. A star teacher will effectively include these diverse learners by developing a knowledge of the student's feelings, a respect for the student's ability, and a responsibility to aide the student's every learning opportunity.
To narrow the gap we must first broaden our prospective of learning. Teachers must provide an "equity pedagogy" to provide effective instruction and successful learning opportunities with respect to all the present differences in the classroom. In inclusion classroom, especially, the teacher's philosophy of learning must maintain the right of all his or her students to receive an appropriate education within general curriculum requirements. An inclusion setting can be a teacher's best friend or worst nightmare depending on the effectiveness of strategy and, almost more importantly, attitude.
The Individuals with Disabilities Education Act, or IDEA, has served an astounding number of students who receive special services in school since its establishment in 1990. In 2008, for example, about 95% of students in the United States ages six to twenty-one received services listed under the IDEA principles. Among these principles, 13 disability categories are identified as either high, low, or special learning need disabilities that may appear in school systems across the country. The IDEA provides explicit rights, accommodations, familial services, curriculum-based measurements, and many other services that aim to provide optimal instructional programs for students that fall under the umbrella of special needs.
Because the classroom teacher is the main instructor for all types of diverse learners, specific guidelines are provided that help teachers work most effectively with their inclusion students; sensitivity to conditions, awareness of student health, and proactivity in positively affecting a student's life are all examples of how a teacher can best cater to this population in the school system. Most importantly, the teacher must strive to build an interpersonal relationship with the included students as well as among the peers in the classroom. A star teacher will effectively include these diverse learners by developing a knowledge of the student's feelings, a respect for the student's ability, and a responsibility to aide the student's every learning opportunity.
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