ERIC Number: EJ793726
Record Type: Journal
Publication Date: 2008-May
Reference Count: 39
Facts and Fallacies: Differentiation and the General Education Curriculum for Students with Special Educational Needs
King-Sears, Margaret E.
Support for Learning, v23 n2 p55-62 May 2008
As policy makers and educators respond to legislation promoting the inclusion of students with disabilities in general education classrooms, there is sometimes confusion about why this is being done and how it can be accomplished effectively. In this article, two categories of fallacies, or misunderstandings, are identified. The first fallacy is that students with disabilities are incapable of learning the general education curriculum. The second fallacy is that teachers are required to "cover" the entire curriculum, sometimes at a pace that leaves students with and without disabilities behind. Facts are presented following each fallacy. These facts describe research-based pedagogies effective for students with and without disabilities, indicating that students with mild disabilities can learn the general education curriculum when responsive pedagogies are used. These facts also describe how schools that promote differentiation can potentially achieve higher scores on large-scale assessments than schools that promote "one size fits all" instruction.
Descriptors: Misconceptions, Inclusive Schools, Disabilities, Special Needs Students, Regular and Special Education Relationship, General Education, Individualized Instruction
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A