The Möbius Effect: Addressing Learner Variance in Schools

Currently, educators separate out from typical students those whose learning needs vary from the norm. The norming and sorting process may earmark students as “different” without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for...

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Bibliographic Details
Published in:Journal of learning disabilities 2004-11, Vol.37 (6), p.516-524
Main Author: Tomlinson, Carol Ann
Format: Article
Language:English
Subjects:
Child
Classrooms
Cognitive style
Cost benefit analysis
Disabilities
Education, Special - trends
Educational Practices
Humanism
Humans
Instructional design
Learning
Learning disabilities
Learning disabled children
Learning Disorders - rehabilitation
Needs assessment
Observer Variation
Race
Reference Values
Schools
Segmentation
Service provision
Special education
Specialists
Student Attitudes
Student Needs
Task Performance and Analysis
Teachers
Teaching
Teaching Methods
USA
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Description
Summary:Currently, educators separate out from typical students those whose learning needs vary from the norm. The norming and sorting process may earmark students as “different” without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is the creation of classrooms in which human differences are valued and provided for, yet few teachers (including specialists) seem currently to have the skill or will to develop these sorts of settings. Educators need to examine the potential costs and benefits of alternative approaches to addressing the learning needs that exist among people.
ISSN:0022-2194
1538-4780
DOI:10.1177/00222194040370060601