Special educators serve a diverse population of students with unique strengths and needs, and adaptive interventions that account for individual differences before and during the intervention are an important tool to moving the field toward more individualized practices. The purpose of this article is to detail the conceptualization and…

The National Council of Teachers of Mathematics (NCTM) advocates for all students to have inspiring and positive mathematics experiences. This article surveys four key recommendations that can serve as catalysts for achieving an equitable mathematics education for each and every student. The recommendations are official positions of NCTM and are…

This document provides guidance for establishing a levels of services (LoS) model for gifted and advanced learners. The Advisory Council on the Education of Gifted and Talented Students recommends that all Missouri public school districts, regardless of size, provide varied and multiple services to meet the needs of gifted and talented learners.…

This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different…

This article discusses giftedness from the inside out, focusing on what the differences mean to the gifted child's experience of life--the effects both their intensity and their cognitive abilities have on their inner experience and awareness. Mindfulness is especially valuable and important for the profoundly gifted child. Two programs that use…

This article aims at shedding light on the emotional intelligence (EI) of gifted and high ability students. We begin by presenting a brief overview of EI theory and research and its relevance to gifted education. We then present theoretical considerations bearing on the nature of the relationship between cognitive and EI. This is followed by a…

A lot of people talk about the value of formative assessment, but Carol Ann Tomlinson points out that, too often, it is reduced to a mechanism for raising end-of-year-test scores when it should be an ongoing exchange between a teacher and his or her students designed to help students grow. When aligned with current content goals, it can help…

Individual differences refer to the unique ways each human being differs from another human being as expressed in behaviour or perceived in the physical appearance. Three factors of individual differences identified to be closely related to learning/acquisition of skills and performance of tasks. These are personality dimensions, self-efficacy and…

Instructional design can be more effective if it is as fixedly dedicated to the accommodation of individual differences as it currently is to the accommodation of subject matters. That is the hypothesis. A menu of accommodation options is provided that is applicable at each of three stages of instructional development or administration: before,…

All students deserve effective feedback. General principles for effective feedback should be adjusted depending on the learner's needs. Feedback to struggling students should include focusing on the process, selecting only one or just a few points, giving self-referenced feedback to describe progress or capability, being very clear, and checking…

Differentiating music instruction can be done well with a bit of forethought and creativity. When strategically used, music educators can better meet students' needs and make great strides in individual and overall student achievement. A variety of K-12 choral, instrumental, and general music examples is included. (Contains 7 notes and 2 tables.)

There are many challenges for teachers today. One of the most difficult challenges for diligent teachers is reaching the needs of an increasingly diverse student population. In order for teachers to reach ALL students, teachers must begin where students are, which means recognizing individual differences. Differentiated instruction (DI) with the…

Autism spectrum disorder (ASD) has become the fastest growing disability in the United States, with current prevalence rates estimated at as many as 1 in 110 children (CDC, 2010). This increase in the number of students identified with ASD has significant implications for public schools. The most popular research-based educational practices for…

Universal Design provides a framework to effectively increase the number of students studying abroad by creating and expanding supportive environments designed to meet a wide range of student needs. While the concept of Universal Design originated with the needs of students with disabilities, its value and application extend to a much wider…

At Camelot Schools there is a firm belief that every child with autism is a success story waiting to be told. Children with the disorder often have difficulty expressing their needs and engaging in social contact with others. It is important for parents to know that progress is possible, and they do not have to go it alone. Camelot Schools'…