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Essay / Research Paper Abstract
A 5 page paper. The full title of the article analyzed is: "Ten faulty notions about teaching and learning that hinder the effectiveness of special education" by William L. Heward. The writer provides a very brief synopsis of each of the ten notions and comments on several of them. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PG10fltn.RTF
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Unformatted sample text from the term paper:
other things begin to impact and encroach upon what we perceive as the right thing to do in any given situation. As individuals progress in their college/university studies, they learn
certain truths. These truths are based on empirical research, in some cases, and in historical practice, in other cases. Every educator approaches students as individuals or as a group in
a way that complements what they have learned as truths. Even after all these years of research concluding that many of our special education students do as well or even
better in a mainstreamed or inclusive environment, there still remain stereotypes about students identified as special education. Hewards (2003) article intends to point out what he termed "ten faulty notions
about teaching and learning" (p. 186) that inhibit a students learning and that hinders "the effectiveness of special education" (Heward, 2003, p. 186). The reason these notions remain alive is
because many teacher training programs teach these as truths to their students (Heward, 2003). The ten faulty notions are recorded here as Heward (2003) wrote them: 1. Structured curricula
impede true learning (Heward, 2003, p. 186). This notion is based on the belief that a curriculum that is structured limits the degree of learning that takes place (Heward, 2003).
This student writer agrees with Heward, there are certain things students need to learn and they need to learn many of those things in sequence. Some studies have reported that
"direct instructional and behavioral curricula demonstrated by far the most impressive outcomes" (Forness, 2005, p. 311) in the areas of basic skills, cognitive ability and emotional or affective functioning (Forness,
2005). 2. Teaching discrete skills trivializes education and ignores the whole child (Heward, 2003, p. 186). This idea suggests that if a specific skill is isolated and taught, it
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