INDIVIDUAL-DIFFERENCES AND INDIVIDUAL DIFFERENCE - THE ESSENTIAL DIFFERENCE OF SPECIAL-EDUCATION

被引：36

作者：

DENO, SL

机构：

[1] Stanley L. Deno, 178 Pillsbury Dr. S.E., 229 Burton Hall, Minneapolis

来源：

JOURNAL OF SPECIAL EDUCATION | 1990年 / 24卷 / 02期

关键词：

D O I：

10.1177/002246699002400205

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The current aptitude-treatment interaction (ATI) approach to accommodating individual differences has not proved instructionally useful. In this paper, reasons for this failure are identified and considered, and the desirable characteristics of an alternative model are identified. Formative evaluation is offered as a promising alternative that addresses individual uniqueness rather than dimensionalized individual differences. The notion that the failure of ATI research to be practically useful in designing instruction justifies ignoring individual difference is rejected. © 1990, SAGE Publications. All rights reserved.

引用

页码：160 / 173

页数：14

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