Teaching Method Directly Affect The Success Of Students As Measured By The Texas Assessment Of Knowledge And Skills

Differentiation of instruction is the process of teaching in a way to meet the needs of students with differing abilities in the same class, including those with special learning needs. One way to do this is by providing several different avenues by which all students can learn the same material. In differentiating instruction, teachers plan out and implement a variety of approaches to content, process, product, and environment. Differentiated instruction is used to meet the needs of student differences in readiness, interests, and learning needs. Many people in the education field believe differentiation has the potential to transform teaching and learning in a way that raises expectations for all students.

Currently, general education classrooms have increasingly become diverse with both disable students and students from different linguistic and cultural backgrounds. In order for educators to ensure that they effectively teach these classrooms, meet the needs of each student both successfully and individually, effective research that is based on strategies need to be implemented. The U.S. Department of Education suggest that, the current school-age population is becoming more diverse as time passes, yet, majority of the teachers in these schools are white non-Hispanic women. According to another report by The Condition of Education in 2006, American schools are portraying increased diversity and growth. The report suggested that, forty two percent of students in public schools were ethnic or racial minorities in the year 2003; this increased from twenty two percent since 1972. Owing to these reasons, teachers in these schools are expected to educate a diversified class of students including those that come from diverse linguistic and cultural backgrounds. Teachers are therefore, required to implement a number of key strategies that will ensure that every student in specific classroom feels that he or she belongs there (Worrell, 2010).

The author performed two separate interviews face-to-face, selecting two individuals with different backgrounds in order to obtain unique perspectives. The first interviewee, named Jennifer Hodge, works for Allen ISD as a special education teacher for a self-contained DEAR (Developing Early Academics Readiness) class for students in kindergarten through sixth grade. In addition, her experience includes teaching for 22 years, with seven of those years teaching students with disabilities in both self-contained classrooms along with resource and inclusion environments. The meeting to discuss psychoeducational testing occurred in Jennifer’s work place during her conference period over a 45 minute period on Friday, August 28, 2015. The second

High Stakes Testing has been overly integrated in the education systems. High-stakes testing are used to determine grade retention, school curriculum, and whether or not students will receive a high school diploma (Myers, 2015). Since the No Child Left Behind Act (NCLB) of 2001, high stakes testing has become the norm and mandating that students must pass a standardized test before moving up in grade. As a special education director, the focus is to ensure the student’s accommodations are being followed. Accommodations help increase students’ academic performance. “Both the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and No Child Left Behind (NCLB) call for students with disabilities to participate in the general education curriculum and in testing programs to the maximum extent possible for each student (Luke and Schwartz, 2010).” Throughout the years, high stakes testing is becoming more common than ever before. The reality is high stakes testing is one indicator in evaluating children with specific needs. This paper will discuss, the violation of the statutory language regarding assessment based on IDEA, the strategies and goals of a remediation, staff training, common Core and PARCC assessment, and funding for the remediation plan under IDEA.

Diversity encompasses numerous characteristics including socio-economic background, ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more varied and diverse with students from diverse linguistic and cultural backgrounds, and students with a disability. It appears that teachers must meet the needs of all students successfully and individually to effectively teach a classroom of diverse students. This paper will first identify three challenges involved with ensuring that teaching strategies are

Readingrockets.org defines differentiation as tailoring instruction to meet individual needs. Differentiated instruction is a broad framework for supporting student differences by varying content, process, products, and learning environments based upon students strengths and weaknesses (Tomlinson, 2000).

All in all, differentiated instruction is a method used by teachers to accommodate all the different learning modalities, levels of learning, cultural and language barriers and special needs often integrated in one classroom with one lesson plan.

In regards to educational impact of the impairments, students with severe disabilities have the ability to learn (Snell and Brown, 2011). On the end of the spectrum some educators believe while the purported goal of the Common Core is success for all students. But success for all requires openness towards cognitive diversity, and isn’t so easily standardized, especially for students with special needs and severe disabilities (Beals,

Ms. Tanis professes that the “one test fits all” concept that is nurtured by the NCLB mandated testing is not fair for all children. Some children with learning disabilities are predestined to failure because of this type testing. Ms. Tanis brings to the forefront that not all assessment is good. Assessment of children in areas which they have no concept of or are not functioning at that level does nothing but frustrate the children and the teachers. This concept is new to me in my education career but is one that I and all educators must sadly be aware

Standard based educational services for our societies students has transformed through the years. The establishment of the National Governor’s Association set of common core standards (CCS) has gained widespread attention according to Allman and Lewis (556). Within this shift, general education teachers and teachers of students with disabilities are being held more accountable for their student’s growth and knowledge. These standards have been adopted and implemented throughout our nation in order for our youth to be better prepared for higher learning once they

I observed the 2nd-grade general classroom from the Navy Elementary School. Throughout of the observation, the classroom was very diverse, and the teacher had to work with each of diverse students within the lessons. In the United States, the schools are becoming increasingly diverse. Many teachers find the diversity and exceptional learners in their classrooms by English language Learners, special education and the students who are culturally diverse. Due to diverse learners, giving an appropriate instruction to students is very important. Based o what the students receive from the teacher, individual students will accomplish their tasks and perform academic success

The No Child Left Behind Act has stacked the deck against schools with special needs. At this point in time with the 2004 elections right around the corner, it seems that this Act is taking a lot of criticism for it's rigid approach to the educational progress of our children today. No Child Left Behind has some wonderful goals and aspirations: to "close the student achievement gap, make public schools accountable, set standards of excellence for every child, and put a qualified teacher in every classroom". (http://www.NCLB.gov) In this paper I will be discussing how this new law closes "the student achievement gap" and setting "standards of excellence for every child" using some of the psychological

curriculum. The teacher will achieve this by providing learning tasks, and outcomes tailored to meet the needs of students. The teachers are the ones who would provide quality instructions to meet the varying needs of the students. Ongoing assessment is crucial as it points out the weaknesses and strengths of the students and it informs them as to where they are at and where they need to be. This assessment also guides the teacher’s planning and choice of effective strategies to ensure that at the end of the lesson all and if not all the majority of the students have learned the lesson’s content and

In today’s educational environment, all students expect to receive the same level of instruction from schools and all students must meet the same set of standards. Expectations for students with learning disabilities are the same as students without any learning difficulties. It is now unacceptable for schools or teachers to expect less from one segment of students because they have physical disabilities, learning disabilities, discipline problems, or come from poor backgrounds. Standardize testing has resulted in making every student count as much as their peers and the most positive impact has been seen with the lowest ability students. Schools have developed new approaches to reach these previously underserved students while

Although research have not indicated any connection between the restrictiveness of a placement and overall academic achievement (Kavale & Forness, 2000), the sheer practicality in implementing evidence-based practice and other forms of individualized instruction in settings with smaller class size means that students in special education classrooms or other more restrictive settings are less likely to encounter conflicting practices. Despite the inconclusive findings relating to academic success, another study noted that most students with disabilities felt the special education