Discovery Learning in Special Needs Education
With the push for special needs students to take part in the general education curriculum, prominent researchers in the field doubt if general education classes rooted in discovery based learning can provide an adequate learning environment for special needs students. Kauffman has related his concerns over the use of discovery based learning as opposed to direct instruction. Kauffman comments, to be highly successful in learning the facts and skills they need, these facts and skills are taught directly rather than indirectly. That is the teacher is in control of instruction, not the student, and information is given to students (2002).
This view is exceptionally strong when focusing on students with math disabilities and math instruction. Fuchs et al. (2008) comment,
Typically developing students profit from the general education mathematics program, which relies, at least in part, on a constructivist, inductive instructional style. Students who accrue serious mathematics deficits, however, fail to profit from those programs in a way that produces understanding of the structure, meaning, and operational requirements of mathematics… Effective intervention for students with a math disability requires an explicit, didactic form of instruction…
Fuchs et al. go on to note that explicit or direct instruction should be followed up with instruction that anticipates misunderstanding and counters it with precise explanations.
However, few studies focus on the long-term results for direct instruction. Long-term studies may find that direct instruction is not superior to other instructional methods. For instance, a study found that in a group of fourth graders that were instructed for 10 weeks and measured for 17 weeks direct instruction did not lead to any stronger results in the long term than did practice alone (Dean & Kuhn, 2006). Other researchers note that there is promising work being done in the field to incorporate constructivism and cooperative grouping so that curriculum and pedagogy can meet the needs of diverse learners in an inclusion setting (Brantlinger, 1997). However, it is questionable how successful these developed strategies are for student outcomes both initially and in the long term.
Read more about this topic: Discovery Learning
Famous quotes containing the words discovery, learning, special and/or education:
“One of the laudable by-products of the Freudian quackery is the discovery that lying, in most cases, is involuntary and inevitable—that the liar can no more avoid it than he can avoid blinking his eyes when a light flashes or jumping when a bomb goes off behind him.”
—H.L. (Henry Lewis)
““It’s hard enough to adjust [to the lack of control] in the beginning,” says a corporate vice president and single mother. “But then you realize that everything keeps changing, so you never regain control. I was just learning to take care of the belly-button stump, when it fell off. I had just learned to make formula really efficiently, when Sarah stopped using it.””
—Anne C. Weisberg (20th century)
“We cannot set aside an hour for discussion with our children and hope that it will be a time of deep encounter. The special moments of intimacy are more likely to happen while baking a cake together, or playing hide and seek, or just sitting in the waiting room of the orthodontist.”
—Neil Kurshan (20th century)
“We have not been fair with the Negro and his education. He has not had adequate or ample education to permit him to qualify for many jobs that are open to him.”
—Lyndon Baines Johnson (1908–1973)