Slow learner segregation: Difference between revisions
(Creating page) |
(Creating page) |
||
| Line 1: | Line 1: | ||
====== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>====== | |||
1960<br> | 1960<br> | ||
Australia | |||
====== Definition ====== | |||
{{NoteAI}} | |||
Slow learner segregation refers to the practice of separating students with learning disabilities or difficulties from their peers in educational settings. This can take various forms, such as placing these students in separate classrooms or schools, or providing them with different curriculum and teaching methods. | Slow learner segregation refers to the practice of separating students with learning disabilities or difficulties from their peers in educational settings. This can take various forms, such as placing these students in separate classrooms or schools, or providing them with different curriculum and teaching methods. | ||
| Line 11: | Line 14: | ||
==See also== | ==See also== | ||
==References== | ==References== | ||
==Notes== | |||
<references /> | |||
==Further reading== | ==Further reading== | ||
Hamilton S.S.P. (1960) "Symposium: The slow learner segregation or integration?: 6 special classes for backward children in new zealand", The Slow Learning Child, 7(2), pp. 76-80. . DOI: [htttp://doi.org/10.1080/0156655600070202 10.1080/0156655600070202] | |||
Piddington L.S. (1960) "Symposium: The slow learner segregation or integration?: 1. the problem", The Slow Learning Child, 7(1), pp. 4-10. . DOI: [htttp://doi.org/10.1080/0156655600070102 10.1080/0156655600070102] | |||
Miki Y. (1961) "Symposium: The slow learner segregation or integration?: 11. special classes in japan", The Slow Learning Child, 7(3), pp. 139-141. . DOI: [htttp://doi.org/10.1080/0156655610070302 10.1080/0156655610070302] | |||
Revision as of 17:42, 8 April 2024
Date and country of first publication[1]
1960
Australia
Definition
At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.
Slow learner segregation refers to the practice of separating students with learning disabilities or difficulties from their peers in educational settings. This can take various forms, such as placing these students in separate classrooms or schools, or providing them with different curriculum and teaching methods.
Segregation of slow learners can have negative consequences on their overall academic and social development. It can create a sense of isolation, low self-esteem, and limited opportunities for learning from peers. Segregated settings may also offer limited resources and support for these students, hindering their progress and limiting their potential.
In recent years, there has been a shift towards inclusive education, which aims to provide equal opportunities for all students, including those with learning difficulties. Inclusive education promotes the inclusion of students with diverse abilities in mainstream classrooms, with appropriate supports and accommodations.
Research has shown that inclusive education has benefits for both students with learning difficulties and their peers. It promotes social integration, enhances self-esteem and social skills, and fosters positive attitudes towards diversity among all students. By providing appropriate support and accommodations, inclusive education can help slow learners reach their full potential and succeed academically and socially.
See also
References
Notes
- ↑ Date and country of first publication as informed by the Scopus database (December 2023).
Further reading
Hamilton S.S.P. (1960) "Symposium: The slow learner segregation or integration?: 6 special classes for backward children in new zealand", The Slow Learning Child, 7(2), pp. 76-80. . DOI: [htttp://doi.org/10.1080/0156655600070202 10.1080/0156655600070202]
Piddington L.S. (1960) "Symposium: The slow learner segregation or integration?: 1. the problem", The Slow Learning Child, 7(1), pp. 4-10. . DOI: [htttp://doi.org/10.1080/0156655600070102 10.1080/0156655600070102]
Miki Y. (1961) "Symposium: The slow learner segregation or integration?: 11. special classes in japan", The Slow Learning Child, 7(3), pp. 139-141. . DOI: [htttp://doi.org/10.1080/0156655610070302 10.1080/0156655610070302]