Is Learning Universal?: Removing the Barriers to Learning

“Differences are not deficits”, says Snowman et. al. in Psychology Applied to Teaching (144), and it is from this perspective that we must look at the idea of grouping and tracking in the classroom.  While there is much to be concerned with grouping, ultimately educators must decide whether or not it is more detrimental to single out a student for assistance or to let that student flounder, overlooked in a classroom of 30.  Inclusive classrooms also assume a kind of "one-size-fits-all" mentality towards teaching and learning.  However, with the variety of tools and technologies, as well as non-traditional ideas of education that have formed in more recent decades, educators should have the ability to embrace an approach that allows for both the viewpoint of inclusion and the ability to diversify and individually address learning differences.  Individual bolstering of student strengths and assistance with weaknesses, while working to make the classroom an inclusive and accepting environment should not be mutually exclusive, and there is a danger with looking at it in such black-and-white terms.

So, how do we bridge that gap between learners without causing more harm to their burgeoning intellects?  Students have unique opportunities afforded by technology never before available to students of different learning types.  When talking about student variability, technology is one way in which we as educators can teach to a variety of learners.  Technology promotes cooperation, can be individualized, and can give students (just as much, if not more, than teachers) a toolbox to communicate their understanding of the material.  For instance, while not all students can express themselves in words or, more specifically, the same words but images are universal.  By assigning students a task of making a short documentary or art project to show their understanding of say, a historical or cultural event, this could give ESL students a way to communicate despite a language barrier.  As Pennsylvania, specifically, moves towards more inclusive classrooms, creativity will be the key in reaching large classes of diverse student populations.

Furthermore, as we discuss the dangers of tracking and grouping, one must also take into consideration the needs exhibited by students based on the amount of time afforded to teachers to specially address those needs.  It is undeniable that resources available to teachers are severely taxed, and it is sometimes just logistically impossible to take out the time necessary to help a student along individually.  While there may be emotional stress by singling students out, if it is done discreetly and framed as a "practice" session rather than a "remedial" session, students could get extra help as a bonus to their in-classroom instruction rather than a punishment or judgment.

One concrete example of a multi-faceted approach to dealing with diverse student populations is the "Case In Print" highlighted in Snowman et. al. highlighting the community of Affton, Missouri.  The Case of Affton focused on removing the barriers for Bosnian refugees by promoting a culture of inclusion and acceptance (142).  While initially there was tension between the Midwestern natives and the influx of immigrants, cultural celebrations and inclusive social practices helped acclimate and assuage feelings of non-belonging that both sides were experiencing.  Affton allowed for retention and celebration of differences in culture that eventually resulted in the current-day status of a non-issue with cultural difference.  As described in the book, a Bosnian student was recently named Homecoming Queen, and there was little discussion of culture or divisions.

In the end, the necessary approach is not solely grouping or complete inclusion, but most likely a middle ground that allows students to build a sense of belonging while reaching out to those who are struggling to keep up with their peers.  As was the case in Affton, a two-pronged approach to catching students up with ESL education, coupled with an overall culture of inclusion allowed for the students to flourish.  "Development is not merely a biologically driven unfolding process, but also an active process that derives essential information from experience" (Bransford 1999: 126).  Each student experiences learning in a different way, and we must work to address those differences while celebrating the unique capacity of each student to learn and grow.  This may seem like an impossibility, but as technology develops and our understanding of brain processes and emotional capacity grows, the day might not be far off where we can bridge these gaps.