Compensatory and Remedial Programs
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The purpose of education is “…to enrich the lives of students by expanding their world and creating a sense of curiosity and wonder”, (Beecher and Sweeny, 2008, p.10). To do this, one can use the diversity in a class as starting point to develop the curriculum, instead of considering it a barrier. In other words, differentiate instruction, which means “…“shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn”, (Beecher and Sweeny, 2008, p.11).
“People with disabilities suffer inequality in education because of their disabilities and discrimination”, (Flores, Monroy, Fabela, 2015, p.5). While we may not be able to do much about the disability, we can certainly do something about discrimination. This is through programs in education that allow for inclusion of all. One such program is compensatory and remedial program.
“Compensatory and remedial programs are two of the multiple education methods used to help students with learning difficulties” (Osewalt, 2019, p.1). The goal of the programs is to include the academically deficient students into the mainstream.
While remedial instruction is focused on foundational skills, compensatory approach focuses on strengths while bypassing the weaknesses. For example, breaking down content is a remedial approach while using a text to speech software is a compensatory approach. Finding the right balance between the two, based on individual needs, is the intelligent middle path. The programs help bridge the gap between the diverse students, enabling all students a chance to succeed. These are an integral part of a differentiated curriculum.
To implement the programs, broadly a framework that allows for differentiation is required, where “… teachers vary Content, Process, and Product for each learner – from prekindergarten to college”, (Reeves, 2006, p.3). Differentiated Instruction or “DI can be implemented through Retrofitting the curriculum or Universally Designing
the curriculum for learning”, (Reeves, 2006, p.1).
There are several strategies that can be used to implement them the broad framework chosen.
● As a general strategy, use the “Enrichment Triad Model” (Beecher and Sweeny, 2008, p.13), ETM, to guide curriculum planning. The ETM is “…a model developed by Dr Joseph Renzulli, is a programme for infusing high‐end learning strategies into existing educational programmes to promote excellence, enhance self‐confidence, and nurture creativity in students” (García-Cepero, 2008, p.1).● When teaching language, Use “…texts of different reading levels or about different topics…” (Beecher and Sweeny, 2008, p.14).
● Use of “flexible grouping” (Markle, 2018), in order to have students engage with each other in a variety of ways. This will bring students in close contact with other students of multiple abilities and a learning space would be created.
● Design after school classes, where pressure of curriculum is lesser. This would be “…to actively engage students in unique and enriched learning experiences…” with an aim to give space for their interests to have space to thrive and develop life skills through the experience”, (Beecher and Sweeny, 2008, p.20).
● Have a very robust and dynamic staff development program with differentiation as the main theme for learning. This needs to be coupled with a safety net, enabling teachers to take risks without the fear of the outcome.
● It would be a must to have an “Ongoing assessment, both formal and informal, and formative and summative, informed instruction…”, (Beecher and Sweeny, 2008, p.20) to measure student performance on a daily, weekly, monthly and yearly basis.
● Have meetings with teachers, parents and other stake holders with the intention to challenge their mind-set about the purpose of education. The goal would to be to facilitate to make a shift from the purpose of education as employment to joy of learning.
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