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Different Children, Different Instructional Strategies

Introduction

No matter which angle one tries to view human development from, they always come to the same conclusion: everybody is different. We all have different ways of solving problems, of showing our appreciation, and we all have differences in how we learn and retain information. Some of us are visual learners. Some need a "hands-on" approach to solve problems and learn new things. Some of us absorb information much more quickly when a mentor or teacher is there showing us exactly what to do. Every single one of us has a unique way of absorbing new ideas, and we don't have to completely change the structure of the classroom to teach in new ways.

Now, take this already complex landscape of learning strategies, techniques, and environments and add a learning disability to it. It's no wonder special needs students may feel overwhelmed and inadequate. This feeling of inadequacy can evolve into many things, including behavior issues. Consider this thought in the Lewis & Doorlag (2006) textbook: "behavior problems do not occur in isolation" (p. 108). Obviously, if a student with some form of disability is feeling hopeless, insecure, or low self-esteem, the consequences could be adverse in the classroom environment. He or she may show inappropriate behavior, especially if they have found that "acting inappropriately is more rewarding than acting appropriately" (p. 108).

These reasons are just a few among many as to why teachers must learn how to include all students into the classroom while maintaining a safe, fair, and controlled environment. After all, according to research done by Hatzichriston and Hopf (1996), "children who are not well accepted or are rejected by their peers in elementary school are at high risk" (research found in Slavin, 2003, p. 85).

Philosophy on Inclusion

As a professional who has embarked on a career in the educative field, it is only right that I think deeply about the facts, the positives and negatives, and my own philosophical attitudes toward inclusion. After all, in some ways, it may seem to make the general classroom more difficult to manage. An educator such as myself has to consider many things when faced with a student who suffers from physical or learning disabilities.

For instance, I first must take extra time to assess the various academic levels of this individual. Then, based on the results, my lessons need to be modified in order to match the learning pace of the student.

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