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Essay / Research Paper Abstract
3 pages in length. Contemporary education bears little resemblance to its long-ago counterpart where a single group of students was taught by virtue of a singular approach despite obvious - and oftentimes not so apparent - learning and comprehension levels. The extent to which today's classroom reflects the need to accommodate myriad diverse populations is both grand and far-reaching; that age-grouped classes and Montessori multiage-group classes can reach a high level of achievement for all students as well as create a cohesive school community speaks to the manner by which contemporary schools have overcome challenges inherent to this particular academic process. Bibliography lists 3 sources.
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3 pages (~225 words per page)
File: LM1_TLCSchoolSt.rtf
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Unformatted sample text from the term paper:
so apparent - learning and comprehension levels. The extent to which todays classroom reflects the need to accommodate myriad diverse populations is both grand and far-reaching; that age-grouped classes
and Montessori multiage-group classes can reach a high level of achievement for all students as well as create a cohesive school community speaks to the manner by which contemporary schools
have overcome challenges inherent to this particular academic process of mainstreaming. The idea of mainstreaming is a particularly valuable to learning disabled students who do not readily maintain academic progress
to stay up with their age-related schoolmates; as such, teaching them in classes with others who may be younger but within their scholastic capacity serves as being much more effective
without undue pressure of having to perform merely because of being in a certain age-related class. Such at-risk children face considerably more challenges
than other kids in that they have to struggle just to achieve a modicum of understanding. Their counterparts, who do not demonstrate the same learning difficulties, often unknowingly make
them feel inadequate and worthless when it comes to scholastic achievement amidst a peer-specific atmosphere. The move toward utilizing combination of age-grouped and multiaged-grouped programs as a means by
which to overcome the invisible boundaries that hamper academic accomplishment is proving to be a most effective way to address issues of learning disabilities, as well as win back a
childs sense of self. Moreover, Richards (1998) notes how in decades gone by, teachers were under "no obligation to accept a student who brought unusual challenges." Thankfully, such
ignorance has been abandoned for a realistic approach to teaching at-risk children. "Schoolchildren receive a constant flow of information about their personal competence as students throughout the school day.
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