How do elementary school programs that rely heavily on a pull-out model compare with inclusion-type programs? What are the pros and cons of ability grouping in an inclusion-type program?
When attempts are made to evaluate the effect of a particular school environment, such as the resource room, or ability grouping, or a particular instructional method such as Creative Problem Solving, the range and diversity of results is impressive. It is clear that resource rooms work well sometimes, and not at all well at others. The Schoolwide Enrichment Model (SEM), often used as a pull-out model, is a great success in some places and a disappointment in others. Merely placing youngsters in a particular setting, or providing them with a particular set of activities, does not necessarily lead to success. It would appear that merely grouping gifted students together without, at the same time, changing the content and the instructional strategies, will not yield much in the way of benefits.On the other hand, a well-constructed program that brings gifted students together and provides them with an intellectually stimulating and important set of ideas, together with giving them practic
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