Enabling All Students to Learn in the Laboratory of Democracy
O'Brien, Joseph. "Enabling all students to learn in the laboratory of Democracy". Intervention in School and Clinic, V 35 No. 4, (p.195-205).
Abstracted by Barbara Higgins-Dover
Civic competency requires students to learn to think and make decisions, and develop skills allowing them to socially interact with others. Middle and secondary students with learning disabilities need to acquire knowledge and skills necessary to participate in a civic society. In this article the author discusses three ways that this can be accomplished: by defining social studies, reviewing research on students with LD and social studies, and by suggesting ways to implement effective social studies instruction for students with LD.
Defining: Students need to explore several areas if, they are to gain a greater understanding of social studies. This understanding will enhance their ability to interact with others in the environment. Such areas include, gaining an understanding of issues and questions, making sense of information retrieved, exploring cultural influences on issues, learning to work independently and in groups, working through problems systematically, and practicing of communication skills.
Research: Social studies researchers have for the most part ignored students with LD. Thus far, researchers' discussions about educational needs of students with LD have included math, reading literacy, and socialization. However, in the past ten years, trends toward creating better learning opportunities for students with disabilities have emerged. It is now understood that learning of basic skills does not rid students of their disabilities. Students with LD need cognitive support to enhance their learning. Strategies must be taught to enable the students to acquire skills they will need to function in a classroom setting. "Social studies teachers must directly teach students how to solve problems."
Implementing effective instruction: Included is "The Problem Solving Model" which serves as an example illustrating close-ended and simple open-ended problems and drawing on what the students already know. Steps included in this model: context of problem, identifying and defining the problem, possible solutions, research solutions, reconsideration, explanation of solution, re-establishing context of problem, decision making, evaluating results, and redefining the problem. However, students need to avoid using one model as the only way to problem solve. Teachers can use the simple version of the problem-solving model for more complex problems if they add on to what is already provided. By elaborating the model, "students can establish broad parameters within which to consider a problem."
Teachers can track problems by keeping students' general ideas posted around the room. These generalizations can serve as references, connecting related issues. By using a chart students can rely upon visual aids to record and present information.
This article includes the Problem Solving Model, and example problems using this model as a guide. Also included are several charts, samples of questions for generating solutions, and an application chart that offers students a cognitive structure for making sense out of abstract issues.
|
