Running Head: INDIVIDUALIZED EDUCATION

Individualized Education
Heather Coates
National University

INDIVIDUALIZED EDUCATION
Abstract

Every student has a different background, different learning style and ability level within
the classroom. Teachers must know how to cater to every single student in order for all of their
students to be successful in the classroom. Modifications are used to alter a lesson in a way that
will assist a specific set of learners to understand. There may be culturally diverse, linguistically
diverse, special needs, and gifted students all in the same class, all needing a specific
modification. This paper will begin by discussing an overview of an education experience. Next,
the paper will discuss modifications for the above listed students. Each set of students learn in a
different way therefore each set is accompanied with a different modification.

INDIVIDUALIZED EDUCATION
Unique Student Needs
Students come from different backgrounds with different ability levels; therefore the
classroom must be a common ground and a safe place for all students to learn. It is likely that
there will be students who have great difficulty achieving the objective of the lesson. They are
not likely to succeed unless the teacher modifies the initial lesson plan to provide them with

individual or small-group lessons to reteach the skills they lack (Eby, p. 133). It is the teachers
responsibility to ensure that all of the students understand the lesson. When students dont
understand the lesson the teacher must make modifications to better suit the students needs.
Content Standard
The California State Standard that will be discussed is a Kindergarten, History-Social
Science Content Standard from the California State Board of Education as published in 1998:
K.5 Students put events in temporal order using a calendar, placing days, weeks and
months in proper order.
Overview of Education Experience
For the first day of instruction we will begin by creating our own calendars. Each
individual calendar will include, the days, weeks, months, and years. We will have previously
reviewed calendars and what a year, month, week, and day look like. I will have modeled what is
expected of students on their calendars.
For the second day, we will begin by sitting on our activity carpet and discuss the
different presidents. After we have learned about each of the presidents, we will begin to discuss
the order in which they served. As a class, we will choose five of our favorite presidents to use
for the next activity. We will review which year each of these presidents served. We will create
a timeline on the board in which students discuss the order of which president served first,

INDIVIDUALIZED EDUCATION
second, third, fourth, and fifth. Students will be assessed based on their individual calendars
along with their overall presentation during the lesson.
Culturally Diverse Learners

Students bring a wealth of different perspectives to the classroom, whether they are from
mainstream American homes or culturally diverse homes where multiple languages are spoken
(Eby, p. 107). Teachers must be aware of their students cultural backgrounds in order to be able
to better cater to all students and allow all students to focus on growing their knowledge.
Teachers have the goal of finding ways to encourage all students to value their own cultural
heritage and appreciate the contributions of their classmates from other backgrounds (Eby,
108). Embracing culture in todays classroom is as important as the actual lesson itself. Including
specific modifications in the classroom for culturally diverse learners will allow them to thrive in
the classroom setting. Some ways to modify lessons for culturally diverse learners would be the
use of SDAIE strategies, cooperative learning strategies, and resource modifications. SDAIE
strategies benefit all students in the classroom, however activities such as modeling, bridging and
scaffolding assist students in growing their knowledge using examples and previous knowledge.
Cooperative learning is designed to encourage students to help and support their peers in a
group rather than work against them (Eby, p. 162). When students work together they are able
to feel more comfortable and confident in the classroom therefore students will be able to grow
and develop further knowledge in the classroom. Including additional resources for culturally
diverse students, such as a vocabulary list, will allow the student to successfully accomplish the
lesson.

INDIVIDUALIZED EDUCATION
Linguistically Diverse Learners

To teach effectively, teachers must understand how language is acquired and know how
to adjust their assessment, curriculum, and planning to take advantage of the multiple languagecentered perspective contained within almost every classroom (Eby, p. 108). With so many
English Language Learners (ELL), in the classroom today, teachers must be aware how to best
teach these students so that they are able to be successful in their learning. When teaching Social
Studies, I will be sure to incorporate picture books for my ELL students. When text is integrated
with image, a symbiotic interaction occurs (Manifold, p. 3). Including picture books for my
ELL students will allow students to listen all while visually seeing pictures of the events that we
are talking about. Including picture books for ELLs will allow these students to visually
understand and then listen to the words to develop a further understanding of what is going on in
the story. I will specifically use modeling for any ELL students so that they are able to see
exactly what is expected of them and what they should be doing in order to succeed in a lesson.
Special Needs Learners
One size does not fit all when it comes to education (Eby, p. 132). There are so many
different ability levels in the classroom that we must accommodate every learner to ensure that
they are succeeding. For under achieving students it is important to make accommodations in the
classroom so that they are able to learn and succeed. Individualized educational plans are used
for students with a learning disability. The classroom teacher will receive some guidance from
the IEP on how to modify the lesson for that student (Eby, p. 133). Overall each student will
need different modifications and accommodations. For students with learning disabilities, I will
supply them with extra resources during each lesson. Some resources that I would give my

INDIVIDUALIZED EDUCATION

special needs students are vocabulary lists, specialized tests that are either shortened or written in
a different way, extra time, and extra assistance during lessons.
Gifted Learners
As far as gifted learners are concerned, they need just as much modification as any other
student so that they are able to learn and be challenged in the classroom. With gifted students,
any performance less than excellent can be interpreted by the student and/or parent as
unacceptable (Eby, p. 121). Therefore we must be sure to challenge gifted learners in a way that
they can be successful and grow as a learner. Simply in the interest of equity, these students are
entitled to receive the same types of differentiation so readily provided to the students who
struggle to learn (Winebrenner, p. 53). I will use the differentiation of compacting the
curriculum, which allows gifted learners to spend their own learning time on challenging
activities that accelerate and enrich the regular curriculum (Reis, Burns, & Renzulli, 1992)
(Winebrenner, p. 54). I will include different activities in which the gifted students find
interesting if they can show they have already mastered the content that we are going to be
reviewing. Allowing students to choose their own thought provoking activity will allow the
gifted students to feel excited and eager to learn something new.
Conclusion
Overall students all learn in a different way, and all have different ability levels. A
successful teacher will be able to make modifications that will allow their students the best
chance of success. Teachers must decide based on each students needs what the best
modification will be for each student, however there are many modifications that can be included
to help many students in general.

INDIVIDUALIZED EDUCATION
Reference List
Eby, J., Herrell, A., & Jordan, M. (2011). Teaching in K-12 schools: A Reflective Action
Approach (5th ed.). Allyn and Bacon.
History-Social Science Content Standards for California Public Schools. (1998, October 1).
Retrieved November 8, 2015.
Manifold, M. (1997). Picture Books as a Social Studies Resource in the Elementary School
Classroom. 1-6. Retrieved November 8, 2015, from www.eric.ed.gov
Winebrenner, S. (2000). Gifted Students Need an Education, Too. Educational Leadership,
58(1), 52-56. Retrieved November 8, 2015.