Start Accomodating individual

Accomodating individual

This is the approach used by Bernice Mc Carthy, developer of the 4MAT system.

However, student knowledge and aptitude may not be uniform across all areas of the content being studied.

Perhaps multiple regroupings based on specific prerequisite skills might provide a different picture of the viability for between-class grouping.

This in turn impacts there achievement which in turn impacts their self-concepts with respect to academic achievement (particularly in that specific class) which consequently negatively impacts the teacher's expectations and so on.

It is this cyclical nature of the impact of ability-grouping that may be most detrimental. On the whole, research tends to support within-class ability grouping as beneficial to the learning of most students.

Retrieved [date], from are a variety of individual differences that must be of concern to classroom teachers.

The second approach is to provide some sort of grouping, either between classes or within the classroom itself, in order to reduce or accomodate for the variability with respect to student background, achievement, ability or some other characteristic.

Students assigned to the top level (perhaps the top 10 to 15%) seem to benefit from this type of grouping, but middle- and lower-ability students do not.

And although this is still a popular practice in Ameican education, some school systems are opting to eleminate it.

Adaptations can make the difference between a child merely being present in the class and a child being actively involved.

Developing adaptations and accommodations for a child with special needs is a continuous process that involves each child's collaborative team.

The purpose of an adaptation is to assist children in compensating for intellectual, physical or behavioral challenges.