A tailor-made booklet for students with learning difficulties

Abstract

There has been an increase in the number of children experiencing education in international schools following a national curriculum different from their countries' (Hayden, Rancic, & Thomson, 2000). In these schools, children are usually bilingual and they are provided with well-organized curricula to be educated both, in the language of instruction, English, and in their mother tongue (Carder, 2007). Thus, the need of differentiated instruction and teacher readiness within cultural, diverse populations seems an inevitable demand in the field of education (Anderson, 2007). Consequently, this is a qualitative study that will use an evaluative research design and will provide teachers with an original booklet with active and multisensory tailor-made material for bilingual students with learning difficulties to collect qualitative data. Its aim is to present the activities and evaluate their effectiveness. This study reviews research studies on the use of instructional differentiation and special education. It concludes with the positive and negative outcomes of the booklet, which has been evaluated by the teachers, and with suggestions for future improvement