In Context
Why Make Learning
Walking the Talk:
Making Adaptations |
All Students Learning: Making It Happen In Your SchoolIn Context
Serving all students has not always been a priority in American schooling; however, it is routinely emphasized as the way to attain many of today’s education goals. Schools weren’t originally designed or even expected to meet the needs of all children (Lezotte, 1994). The mission of schools has remained dynamic during the last 150 years. Over time, schools have been seen as agents for transmission of appropriate morals and values, repositories for troublesome street youth, and instruments used to guide students into the appropriate career molds based upon their social classes. Our feelings about schools and how they should serve students have been in a constant state of evolution (Nasaw, 1979). Even up to the middle part of this century, class, race, national origin, and gender were considered determinants of a child’s education eligibility.
Slowly, with legislation that focused attention upon compulsory schooling and child labor, attitudes toward schools and the role they play in the lives of all children began to broaden. In recent years, legislation such as the Civil Rights Act of 1964, the Elementary and Secondary Education Act of 1965 (reauthorized 1994 as the Improving America’s Schools Act), Section 504
of the Rehabilitation Act of 1973, the Individuals with Disabilities Education Act which was reauthorized in June of 1997, and the Goals 2000: Educate America Act of 1994, all speak to the nation’s growing commitment to educate all of its diverse learners. Other efforts, such as the national Blue Ribbon Schools recognition program and emphasis on high standards for all
students, provide further evidence of this commitment.
Today, most Americans acknowledge the need for a high-quality education for every child. The recognition of this need is only a small step toward carrying out a learning-for-all mission however. Though the public is generally in strong support of high standards and a quality education for all students, there is little
consensus as to how schools should help students to high levels
of achievement (McDonnell, McLaughlin, & Morison, 1997).
How do we as a society successfully educate all students whose backgrounds and abilities vary so widely? Children differ by gender, culture, ethnicity, phycical ability, mental ability, learning style, socioeconomic status, domestic arrangement, native language, and mobility. All children need to be continually challenged. How can teachers tailor instruction to suit many learning styles? How can they create a climate of respect and tolerance when such concepts may not be reinforced at home? In short, how can teachers successfully serve all students? Without simple answers, we turn our thoughts toward an exploration of ideas, suggestions, and options.
|
