JOURNAL ANALYSIS 2
Abstract
In this assignment, the primary discussion focuses on how the element of differentiated construct in
learning is critical to special education leadership and administration. The approach in the three articles
chosen is qualitative and evidence-based. The findings in the three articles have mirrored the
indispensable need to appreciate the learner differences and diversity in terms of exceptional skills,
disabilities, and abilities to frame an education policy or curriculum that meets each learner's unique
abilities. Furthermore, the selected journal articles have presented research material that is valid and
reliable to deliver the expected trustworthiness and generalizability in application across the general
learning continuum. The social elements of diversity like gender, age, race, language, area of
geographical origin, and cultural background have also been discussed as important elements affecting
students' learning abilities, hence the need for policymakers to consider them from a leadership and
administrative perspective.
JOURNAL ANALYSIS 3
Differentiated Instruction in Special Education and Leadership
Article 1
This journal article examines the challenges of achieving universal education,
highlighting why meeting learner expectations is unattainable due to the diversity among
students. It points out that implementing a standardized education system across an entire state is
impractical due to obstacles in teaching practices, administrative operations, and curriculum
design. The authors highlight that teachers receive varying training, curricula differ across
districts, parents hold diverse expectations for their children, and administrators pursue distinct
short- and long-term goals. As a result, these stakeholders cannot be effectively encompassed
within a single, uniform teaching model. More critically, the article emphasizes that because
learners possess unique abilities, disabilities, and exceptional skills, a standardized curriculum is
impractical and simply cannot address the individual needs of every student.
Article II
This journal article explores the concept of a differentiated learning environment,
centering its argument on the question: How does differentiated instruction impact the teaching
process across various learning contexts? The authors adopt a practical and experimental
approach to identify key variables that influence effective teaching. Research indicates that
differentiation significantly enhances teaching, yielding positive and beneficial outcomes. The
article concludes that teaching becomes more effective, meaningful, and relevant when educators
tailor their approaches to reflect the diverse needs of their students. These needs may vary based
on factors such as gender, race, first language, age, ethnicity, dominant or minority group status,
and geographical origin.
Article III
The authors of this peer review article primarily discuss the element of differentiation and how
it affects education in higher learning institutions, where learners are diverse, including those with
special needs and those with exceptional skills. This article is critical of a one-sizefits-all approach,
whereby the curriculum for any given course generalizes the expectations and abilities of the learners.
Focusing on student differences in career goals, abilities, language use and communication, beliefs,
culture, and other social inclinations, this article deliberates that leadership and administration in higher
education institutions must embrace differentiated learning.
Analysis: Article Validity and Significance
These three articles are all peer-reviewed, meaning that they are evidence-based. The three
articles have been written focusing on empirical research data to argue out the element of
differentiation in a diverse learning environment (Luckner & Movahedazarhouligh, 2019). Furthermore,
these three articles have linked the arguments to special learning, proper leadership, and effective
operationalizement of management functions in a learning environment. For example, the deliberation
on leadership, coordination, collaboration, controlling of staff, collaboration, organization, and
cooperation among stakeholders in any learning institution, including parents, teachers, government
policymakers, students, and administrators (Bondie et al., 2019). These articles are valid and reliable
JOURNAL ANALYSIS 4
because the findings therein are significant and relevant to the learning process at any level of study
(Thuen Jørgensen & Brogaard, 2021). Validity gives these articles trustworthiness, and reliability gives
them a high confidence interval to be applied in mainstream society.
Discussion
Thuen Jørgensen & Brogaard (2021) say that differentiated learning is important in any learning
curriculum, in any center of excellence. In fact, educators cannot meet their short- and long-term
expectations without a differentiated approach to learning. Similarly, Bondie et al. (2019) deliberate that
from the perspective of special education leadership and administration, school policy makers and
decision-makers must embrace the urge to meet each learner's diverse needs. Quoting specific
examples like gender, age, culture, race, language spoken, ethnicity, and minority status, Luckner &
Movahedazarhouligh (2019) also echo that differentiated learning is the ultimate model to meet the
essential and unique needs of each child or each student. From the perspective of social diversity and
how children vary in terms of how they are gifted, skilled, exceptional, disabled, or average and able; it is
critical to find meaning in why and how special education leadership and administration should be
mindful and sensitive to each learner, across the industry of college administration at large.
Biblical Approach
The item of differentiation in special education leadership and administration has also been
operationalized in the Bible. From a scriptural perspective, it is indeed a right of every person to be
recognized and be appreciated for their uniqueness. For example, in the Book of Romans, Chapter 12,
Verse 4 says, "For just as we have many members in one body and all the members do not have the
same function" (American Bible Society, 2006). Similarly, the Bible in the book of First Corinthians
Chapter 12, verse 4 says, "Now there are varieties of gifts, but the same Spirit" (American Bible Society,
2006). These two biblical verses do affirm why it is important that though learners are diverse, they
should not be generalized in learning, but each should be treated specially, hence a differentiated
learning environment to fully exploit their skills, talents, potential, and reason.
Application
The knowledge expressed in these three articles is relevant, helpful, and significant to the
special education leadership and administration continuum. These articles are suitable to be used in
future research. The material in these articles is valid and reliable to define education from an angle of
differentiated learning and shape an evidence-based approach to teaching and learning.
JOURNAL ANALYSIS 5
References
American Bible Society. (2006). The Holy Bible: containing the Old and New Testaments :
NKJV, New King James version. American Bible Society, 1859 Original from Harvard
University. https://books.google.co.ke/books?
id=4sQNAAAAYAAJ&printsec=frontcover&dq=the+hole+bible&hl=en&sa=X&ved=0a
hU KEwjG9bePgNraAhUIesAKHdHhATQQ6AEINTAD#v=onepage&q=the hole
bible&f=false
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How Does Changing "One-Size-Fits-All" to
Differentiated Instruction Affect Teaching? In Review of Research in Education (Vol. 43,
Issue 1, pp. 336–362).
https://doi.org/https://journals.sagepub.com/doi/full/10.3102/0091732X18821130
Luckner, J. L., & Movahedazarhouligh, S. (2019). Leadership in Special Education
Administrators' Current Challenges in One Western State. 1–12.
https://doi.org/https://www.researchgate.net/publication/348419871_Leadership_in_Spec
ial _Education_Administrators%27_Current_Challenges_in_One_Western_State_r
Thuen Jørgensen, M., & Brogaard, L. (2021). Using differentiated teaching to address academic
diversity in higher education. In Learning and Teaching (Vol. 14, Issue 2, pp. 87–110).
https://doi.org/https://www.berghahnjournals.com/view/journals/latiss/14/2/
latiss140206.xm
Powered by TCPDF (www.tcpdf.org)
