Tucker Chapter 2

This chapter starts with an overview of the NCTM standards and the legal apsects to the classroom that have followed. I can personally see the results of this chapter in the classroom where I teach. An inclusive policy is now the norm and time in the resource room is limited to the small group and smaller units of instruction discussed in the textbook. The textbook talks about the multiple intelligences and how to design objectives that meet these intelligences. Where I teach there is a big push to use differentiated instruction to teach an objective to a learners specific learning style. I like the reference the book makes to developing lessons to what a student already knows. This follows the scaffolding process of learning. The book also talks about how a learning disability does not mean an individual has low intelligence but instead a weakness in one or more area of learning. I have students that I see now who could be labeled gifted if tested, but suffer from a disability that makes learning difficult at times. An example is a very intelligent young student who suffers from seizures. After each seizure the student loses information that was learned and has to start over with some concepts. This chapter was a good overview of what we are dealing with at school now. With inclusion being the norm and differentiated instruction being the strategy that teachers use to make inclusion possible by tailoring objectives to meet the students personal strengths.