Three theoretical models of early intervention practice are discussed in order to identify the common values that characterize each of them. Although the developmental, functional, and biological models were each developed by different sets of practitioners and for different purposes and populations of children, it is possible to infer convergent principles that can guide professional practice. Previous assumptions that these models are discrete are questioned, and two examples of convergent paradigms are analyzed in light of the common values identified here.
Recently, developmentally appropriate practices have been distinguished from traditional practices and have been advocated as one way to reform primary general education classrooms. Relatively little research has examined the efficacy of developmentally appropriate versus traditional practices. In particular, concerns have been raised about the effectiveness of this approach for students with disabilities. This study examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Observations, interviews and questionnaires were used to measure the mathematics teaching practices used with general and special education students. Because developmentally appropriate and traditional teaching practices are often characterized in terms of a continuum, principal components methods were used to generate continuous composite variables that described teacher presentation, mate...
In this chapter you will learn: • To question what it might mean to be an ‘international student’, and position students as bringing a vibrant array of different perspectives which can be rich learning assets. • A pedagogic model of facilitation that moves towards mutual adaptivity in learning contexts where both you and your learners learn new ways of thinking and acting as well as different professional practices across cultures. • Strategies for learner adaptivity including integrating diverse examples and cases, connecting to and validating diverse experiences and prior knowledge, accommodating diverse needs, and reciprocating learning about different ways of thinking, acting and feeling across cultures. • Strategies to enable and sustain a learning environment for work-based learning study success.