In most schools, the learning process, which is espoused by national performance standards such as the Common Core Curriculum, is largely aimed at reaching out to the good or average student, according to Don C. Johnston author of Building Wings. Struggling students who learn differently tend to be left out of the educational process, especially when teachers do not understand the learning styles and needs of these students. Instead of labeling and excluding students from the learning process, teachers have the responsibility to approach each student as an individual and to understand their specific learning needs and styles. This then allows the teacher to differentiate his instruction plans to reach out equally to both struggling and non-struggling students.
A major difference between strong and struggling students is their working memory. Students with a weak working memory may be wrongfully categorized as unmotivated or lacking in focus. However, the main cause for a lack of focus and motivation among such students is not being able to store information for long-term use, and to retrieve such information when needed, for example, during tests. Students with a strong working memory are better performers because they can easily comprehend information, retrieve it and apply it where necessary. Dr. Glenda C. Thorne, previously of the Center for Development and Learning, suggests several methods teachers can use to help students struggling with working memory. Simplifying instructions, repeating instructions and using verbal and visual instructions can help in content retention and retrieval of information for struggling learners.
An otherwise bright student may under-perform or struggle academically not because of a learning disorder but due to social or emotional struggles. Dr. Candy Lawson of the Center for Development and Learning points out that a lack of social skills such as the ability to communicate properly or to form friendships can have a negative impact on a student’s academic performance. Lawson contends that it's imperative for both teachers and parents to monitor students to detect any social skill deficits and consequently emotional struggles they may be undergoing. Role-playing and constant practice can help socially struggling children to initiate conversations, deal with conflict effectively and form meaningful friendships.
According to the National Center for Education Statistics in 2009, the dropout rate of students from low-income families was five times higher than that of students from high-income families. A 2013 report by the Oklahoma Watch also indicated that students from low-income families are more likely to face academic challenges such as low reading and comprehension capabilities. Household challenges such as crowded homes, absentee parents and household chores may hinder students from low-income families from focusing on schoolwork, completing their homework satisfactorily and staying motivated with the learning process.
Differentiated instruction is a method of teaching and learning that takes into consideration students’ diverse learning styles, cognitive capabilities, interests and background, within the same classroom setting. As opposed to segregation, differentiation not only focuses on individual students, it also brings strong students and struggling learners together in a setting where each individual’s learning needs are met, without anyone being left out. Differentiated learning enables the teacher to reach out more effectively to students with different abilities, in a diverse classroom, according to the National Center on Accessible Instructional Material.