Classroom placement for multiples
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Classroom Placement for Multiples. Research and Recommendations Prepared by Brenda Schwartz January 30, 2007. Research. Twins in School: What Teachers Should Know ERIC Digest ED424033 Published October 1998 Lilian G. Katz Twins in the Classroom: School Policy Issues and Recommendations

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Classroom Placement for Multiples

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Classroom Placement for Multiples

Research and Recommendations

Prepared by Brenda Schwartz

January 30, 2007


Research

  • Twins in School: What Teachers Should Know

    • ERIC Digest ED424033

      • Published October 1998

      • Lilian G. Katz

  • Twins in the Classroom: School Policy Issues and Recommendations

    • Journal of Educational and Psychological Consultation

      • Published 1992

      • Nancy L. Segal, Ph.D. & Jean M. Russell

  • What Effect Does Classroom Separation Have on Twin’s Behavior, Progress at School, and Reading Abilities?

    • Twin research

      • Published December 2003

      • Lucy A. Tully et al.


Research & Articles

  • Seeing Double

    • American School Board Journal

      • Published March 2001

  • The Trouble with Twins

    • National Association Elementary School

      Principals

      • Published January 2004.

  • Same or Separate Classrooms: A Twin Bill

    • Twins Research and Human Genetics

      • Published June 2006

  • The School Years

    • Curtin University of Technology

      • December 21, 2005 www.twinsandmultiples.org


Research & Articles

  • Classroom Placement of Twins

    • Clearinghouse on Early Education and Parenting

      • Last Updated June 2004

      • http://ceep.crc.uiuc.edu/poptopics/twins.html

  • Breaking the Barriers: The Secret to Controlling Your Twins’ School Placement

    • TWINS Magazine

      • July/August 2006

      • Dr. Rachel Franklin

  • Separate Classrooms or Together

    • Special Report on Separation

      • TWINS Magazine

      • Published 2002


Research Findings

  • The available research recommends that schools maintain a flexible placement policy of multiple birth children.

  • Decisions should be made on a case by case basis and reviewed each year.

  • Placement should be a joint effort between the family and educators.

  • Forced separation can lead to unintended consequences:

    • academic, emotional, social, and behavioral issues, that were not present prior to forced separation


Research Findings

  • National Association of School Psychologists “urges schools to maintain a flexible perspective and to consult with parents to determine when and if separation is desirable or unfavorable.”

  • ERIC Digest, ED427835, asserts “that mandatory separation of multiple birth children is ineffective and can be detrimental to the educational and emotional growth of these children”.


When Separation is Recommended

  • There are circumstances where separation of multiples is recommended.

  • Multiples are combining to be disruptive to the classroom.

  • One or both children unable to relate with other children.

  • The children are at markedly different academic levels.

  • One child dominated by other to the extent that they always check with the dominate child before acting.


Guidelines

  • The National Organization of Mothers of Twins Clubs provides the following general guidelines.

  • Schools should provide an atmosphere that respects the close nature of the multiple bond while encouraging individual abilities.

  • Schools should maintain a flexible placement policy throughout the early elementary school years.

  • When multiple-birth children are enrolled in different classrooms at the same grade level, there should be a consistent approach to instruction and classroom management.

  • Principals should move with extreme caution when considering detention, acceleration, or alternative placement of one or more multiple-birth children.


Classroom Placement for Multiples


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