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:
“That the discovery of this great truth, which lies so near and obvious to the mind, should be attained to by the reason of so very few, is a sad instance of the stupidity and inattention of men, who, though they are surrounded with such clear manifestations of the Deity, are yet so little affected by them, that they seem as it were blinded with excess of light.”
—George Berkeley (1685–1753)
“Ordinary time is “quality time” too. Everyday activities are not just necessities that keep you from serious child rearing: they are the best opportunities for learning you can give your child...because her chief task in her first three years is precisely to gain command of the day-to-day life you take for granted.”
—Amy Laura Dombro (20th century)
“Fashions change, and with the new psychoanalytical perspective of the postwar period [WWII], child rearing became enshrined as the special responsibility of mothers ... any shortcoming in adult life was now seen as rooted in the failure of mothering during childhood.”
—Sylvia Ann Hewitt (20th century)
“The education of females has been exclusively directed to fit them for displaying to advantage the charms of youth and beauty. ... though well to decorate the blossom, it is far better to prepare for the harvest.”
—Emma Hart Willard (1787–1870)