Literaturnachweis - Detailanzeige
| Autor/in | Sanacore, Joseph |
|---|---|
| Titel | Reaching Out to a Diversity of Learners: Innovative Educators Need Substantial Support. |
| Quelle | (1997), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Standards; Class Size; Educational Cooperation; Educational Innovation; Elementary Secondary Education; High Risk Students; Inclusive Schools; Mainstreaming; School Aides; Small Classes; Special Education; Student Development; Teacher Aides; Teacher Student Ratio; Teamwork; Volunteers |
| Abstract | During the past several decades, educators have been experimenting with a variety of humanistic innovations to enrich students' academic, social, and emotional growth. These innovations include mainstreaming, inclusion, and detracking, and their intent is to reach out to all students, especially at-risk learners. To reach out, however, requires substantial support. Support is vitally important because students'"at-riskness" will not disappear and because the United States government and educational community continue to believe in the efficacy of raising academic standards. The following sources of support are therefore intended as a complement to and a scaffold for teachers and administrators who experiment with different ways of meeting a diversity of learning needs. At-risk learners benefit from instructional activities that are carefully planned and supported by classroom teachers and learning center staff. Unfortunately, in many schools, disabled students get a de-gutted, fragmented version of the mainstream lesson with no clear connections to it; instead of discussing a book and writing about it, they may do some workbook exercises. One model for integrating disabled and nondisabled learners schedules language arts for 7 periods a week; the 2 extra periods are devoted to group and individual work addressing the specific skill level of the students. Other helpful approaches include teamwork between the special education teacher and the classroom teacher; the use of volunteers and paraprofessionals; the use of wide-ranging and important resource materials; and the reduction of class sizes. (A sample teaching schedule is attached.) (TB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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