Student-Centered or Content-Centered? A Case Study of a Middle School Teacher's Lesson Planning and Instruction in Inclusive Classes

Abstract

The purpose of this case study was to explore how a middle school teacher makes decisions about individualization and to determine the conditions under which more individualization can take place in daily lessons for students with learning disabilities. In the first year of the study, initial findings revealed content-centered planning and instruction as a prominent theme. In the second year, the planning and instruction of this teacher changed to focus more on the academic diversity of students in her classes. Implications are drawn regarding bow researcher attention to teacher practices may impact the amount of teacher attention given to students with special learning needs.