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by Joseph H. Semadeni
Table of Contents
How do you encourage classroom teachers to provide timely interventions without neglecting a subgroup of students?
Most schools identify and provide services to students experiencing significant learning difficulties. However, many schools do not have a systematic approach to assisting students who do not have learning disabilities but struggle now and then with academic concepts. For example, let's say a student has difficulty mastering the multiplication facts but has a fairly good grasp of other math concepts. Unless a label such as "Title I" or "special ed" is attached to this student, she will probably not receive help other than that offered by the classroom teacher. What if the classroom teacher doesn't provide remediation? Also, in an attempt to leave no child behind, schools tend to overlook advanced students. How might neglecting these students influence the future of our country? Ironically, schools would find better ways to reach all students if they focused more attention on enrichment. Therefore, a sound, systematic approach to interventions meets the needs of all students, not just those with learning disabilities.
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