Changes

Some critics of today's schools, of the [[concept]] of learning disabilities, of special education, and of response to intervention, take the position that every child has a different learning style and pace and that each child is [[unique]], not only capable of learning but also capable of succeeding.

Some critics of today's schools, of the [[concept]] of learning disabilities, of special education, and of response to intervention, take the position that every child has a different learning style and pace and that each child is [[unique]], not only capable of learning but also capable of succeeding.

Sudbury Model democratic schools assert that there are many ways to study and learn. They argue that learning is a [[process]] people do, not a process that is done to people; they affirm this is true of everyone and is a fundamental principle.[6] The experience of [[Sudbury model]] democratic schools, they adduce, shows there are many ways to learn without the intervention of a [[teacher]] being imperative. They maintain that in the case of [[reading]], for instance in the Sudbury model democratic schools, some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from game instructions, others from street signs. Some teach themselves letter [[sound]]s, others syllables, others whole [[words]]. Sudbury model democratic schools adduce that in their schools, no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write, and they affirm they have had no dyslexia. They also assert that none of their graduates are real or functional illiterates, and claim that no one who meets their older students could ever guess the age at which they first learned to read or write.[7] They also claim that in a similar form students learn all the subjects, techniques and skills in these schools. The staff are minor actors, the "teacher" is an adviser and helps just when asked.[8][9]

Sudbury Model democratic schools assert that there are many ways to study and learn. They argue that learning is a [[process]] people do, not a process that is done to people; they affirm this is true of everyone and is a fundamental principle.[6] The experience of [[Sudbury model]] democratic schools, they adduce, shows there are many ways to learn without the intervention of a [[teacher]] being imperative. They maintain that in the case of [[reader|reading]], for instance in the Sudbury model democratic schools, some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from game instructions, others from street signs. Some teach themselves letter [[sound]]s, others syllables, others whole [[words]]. Sudbury model democratic schools adduce that in their schools, no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write, and they affirm they have had no dyslexia. They also assert that none of their graduates are real or functional illiterates, and claim that no one who meets their older students could ever guess the age at which they first learned to read or write.[7] They also claim that in a similar form students learn all the subjects, techniques and skills in these schools. The staff are minor actors, the "teacher" is an adviser and helps just when asked.[8][9]

Describing current instructional methods as homogenization and lockstep standardization, alternative approaches are proposed, such as the Sudbury Model of Democratic Education schools, an alternative approach in which they affirm children, by enjoying [[personal]] freedom thus encouraged to exercise personal responsibility for their actions, learn at their own pace and style rather than following a compulsory and chronologically-based curriculum.[10][11][12] Proponents of unschooling have also claimed that children raised in this method learn at their own pace and style, and do not suffer from learning disabilities.

Describing current instructional methods as homogenization and lockstep standardization, alternative approaches are proposed, such as the Sudbury Model of Democratic Education schools, an alternative approach in which they affirm children, by enjoying [[personal]] freedom thus encouraged to exercise personal responsibility for their actions, learn at their own pace and style rather than following a compulsory and chronologically-based curriculum.[10][11][12] Proponents of unschooling have also claimed that children raised in this method learn at their own pace and style, and do not suffer from learning disabilities.