Non-negotiable needs for struggling learners
from By: Howard Margolis (commentary)
When teachers and other IEP team members work tirelessly to accelerate struggling learners' (SLs) rates of progress, they often fall short of their goals. Often, progress regresses, stagnates, or crawls forward by only small inches rather than the 10 yards the IEP team had deemed realistic. Why regression? Why stagnation? Why only a few inches? Some of these SLs try hard but unsuccessfully to succeed. Some don't focus, some lack energy, some show little interest, some angrily resist instruction, and some disrupt instruction with ingenious antics.
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