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:
“However backwards the world has been in former ages in the discovery of such points as GOD never meant us to know,—we have been more successful in our own days:Mthousands can trace out now the impressions of this divine intercourse in themselves, from the first moment they received it, and with such distinct intelligence of its progress and workings, as to require no evidence of its truth.”
—Laurence Sterne (1713–1768)
“Learning without thinking is labor lost; thinking without learning is dangerous.”
—Chinese proverb.
“The universal social pressure upon women to be all alike, and do all the same things, and to be content with identical restrictions, has resulted not only in terrible suffering in the lives of exceptional women, but also in the loss of unmeasured feminine values in special gifts. The Drama of the Woman of Genius has too often been a tragedy of misshapen and perverted power.”
—Anna Garlin Spencer (1851–1931)
“If we help an educated man’s daughter to go to Cambridge are we not forcing her to think not about education but about war?—not how she can learn, but how she can fight in order that she might win the same advantages as her brothers?”
—Virginia Woolf (1882–1941)