Understanding these patterns makes it possible to construct an educational program based on individual differences in the child and her family. An individual-difference approach does not mean testing, tracking, or labeling children. Educators and parents should work together to review the child's development, observe his functioning, and describe his profile. The physical structure of the classroom, the curriculum, and the type of relationships that will foster learning are then adapted to each child's needs. In addition, an individual-difference approach does not mean separate learning environments for each child or group of children.
Children learn together and enhance each other's growth.
For example, a child sensitive to sights and sound who eagerly engages with others might find a perfect educational partner in a child who tends to be exceptionally calm and laid back. Teachers would use different areas of the room to create, to use just one example, both stimulating and soothing areas. The physical environment, curriculum, and relationship patterns would be flexibly employed by educators to create the best learning opportunities for each child. An exciting threshold While American education began with an individually oriented approach, the factory model which treated all children the same soon became the standard. Individually tailored approaches based on new understanding of the growth of the brain and mind, however, have the promise to improve the education of all children, whether they learn easily or have special needs.