This paper aims to define the knowledge base of teaching in linguistically diverse secondary schools in England. Based on extensive interviews with the teachers across two schools, the paper identifies a range of good practices centred on flexibility and differentiation. These include diversifying teaching resources by using bilingual materials…

The stated objective is to teach the individual, but methods and materials are developed to teach classes. (Author)

Keynote address presented at the University of Washington-Bellevue Public Schools Institute held June 20 - July 1, 1972, in Seattle, Washington. (DS)

This paper delves into the concepts of individualized instruction at the elementary school level. Following an explanation of individualized instruction, the paper presents two differing points of view concerning how provisions can be made to individualize instruction: a) the patterned approach, which emphasizes the logical sequence involved in…

Mainstreaming handicapped students without providing adequately for their special needs is malpractice and may lead to litigation. (Author)

Presents a model designed to individualize instruction in the basic speech communication course and notes both learner related and system related advantages of using such a model. (MH)

The process of diagnosis in education is basically a process of needs assessment and of finding ways of meeting the needs of the learner thus identified. The model described suggests that the basis for this process is three elements: (a) the needs of the students; (b) structure of the learning program; (c) placement data regarding the individual…

Individualized self-monitoring checklists were developed for 3 learning-disabled students, aged 10-13; students followed the checklists as they completed their subtraction assignments. The procedures produced immediate gains in correct responding; when the checklists were removed and the previous incentives condition was reinstated, continued…