Compensatory and Remedial Programs for Diverse Learners

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Introduction

Achievement gaps are a pressing issue in many countries around the world. Compensation and remedial programs are used for different students to solve this problem. Schools must redefine learning beliefs to achieve a more child-centered pedagogy to close the learning gap. Among the activities in this direction are strategic planning, defining the boundaries of the studied subject, and the dissemination of extracurricular learning (Villamarin & Benson, 2020). Also, differentiated learning is distinguished among the methods, including individual training plans, flexible schedules, and many other features that are not available within the general education framework.

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Compensatory and Remedial Programs

These projects and programs often consider not only educational aspects subject to improvement but also social ones. The teaching differentiation and enrichment program presupposes a preliminary assessment of the school’s strengths and weaknesses to realize the full potential of the school and the students. Differentiation was combined with general classroom teaching. At the same time, the interests of each of the students were taken into account. The program led to improved performance in primary school and laid the foundation for future research, as the results showed positive dynamics in educational matters and communication within the classroom between children of different ethnic groups (Beecher & Sweeny, 2008). Further prospects for developing the program and the construction of a strategic plan open up a large field for research.

In Mexico, there is a problem of structural discrimination in education. Access to higher education is not evenly distributed among Mexican youth due to different social strata, genders, ages, and groups of different economic wealth (Flores, Monroy & Fabela, 2015). Applying for the above program, in this case, is possible only in the case of control at the state level. This problem lies in a difficult social situation, which extends not only to the education sector. Consequently, the solution lies in training differentiation programs and a deeper eradication of psychological stereotypes. One option is to include in the educational program the subject of fostering respect and tolerance for people of other social levels. In the long term, this event can solve this problem, but victims of inequality will still appear for a certain number of years.

Reyes described another option for government support in 2006. This program implies a budget revision in favor of the education of children from low-income families. Moreover, this fund involves direct costs of education and other activities aimed at developing a culture in children. These include access to books and computers, museums and libraries, and travel opportunities (Reyes, 2006). This program is designed to encourage in this way not only children seeking education but also teachers and leaders who take responsibility for the implementation of this plan.

Conclusion

Today, compensatory and remedial programs have spread widely and have already been successfully integrated into several schools. Nevertheless, inequality in education in many developing countries is still there and therefore needs to be addressed. These programs help foster cultural sensitivity and a more respectful attitude towards any other person in children. These programs also help improve student achievement and interest. However, in countries where inequality is widespread, these programs require government support. Without federal intervention, there is the potential for misregulation of the rules of such programs, which could lead to negative results. In turn, the experience of positive results in other countries should also be viewed in terms of social dimensions that can help to improve the situation of inequalities in education.

References

Beecher, M. & Sweeny, S.M. (2008). Closing the achievement gap with curriculum enrichment and differentiation: One school’s story. Journal of Advanced Academics, 19(3), 502–530. Web.

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Flores, R.P., Monroy, G.V., Fabela, A.M.R. (2015). Compensatory policies attending equality and inequality in Mexico educational practice among vulnerable groups in higher education. Journal of Education and Learning, 4(4), 53-63. Web.

Reyes, A. (2006). Texas state compensatory education. Journal of Education Finance, 31(3), 221-237. Web.

Villamarin, A., & Benson, G. (2020). Adaptive/Assistive Technology & Compensatory/Remediated Instruction. University of the People Press.

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ChalkyPapers. (2022, August 22). Compensatory and Remedial Programs for Diverse Learners. Retrieved from https://chalkypapers.com/compensatory-and-remedial-programs-for-diverse-learners/

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ChalkyPapers. (2022, August 22). Compensatory and Remedial Programs for Diverse Learners. https://chalkypapers.com/compensatory-and-remedial-programs-for-diverse-learners/

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"Compensatory and Remedial Programs for Diverse Learners." ChalkyPapers, 22 Aug. 2022, chalkypapers.com/compensatory-and-remedial-programs-for-diverse-learners/.

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ChalkyPapers. (2022) 'Compensatory and Remedial Programs for Diverse Learners'. 22 August.

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ChalkyPapers. 2022. "Compensatory and Remedial Programs for Diverse Learners." August 22, 2022. https://chalkypapers.com/compensatory-and-remedial-programs-for-diverse-learners/.

1. ChalkyPapers. "Compensatory and Remedial Programs for Diverse Learners." August 22, 2022. https://chalkypapers.com/compensatory-and-remedial-programs-for-diverse-learners/.


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ChalkyPapers. "Compensatory and Remedial Programs for Diverse Learners." August 22, 2022. https://chalkypapers.com/compensatory-and-remedial-programs-for-diverse-learners/.