ABSTRACT
The classroom composition is heterogeneous enough to require at least some differentiation of instruction to different subgroups or special programming for unique individuals. In general, the classroom management and instructional approaches that are effective with special education students tend to be the same ones that are effective with other students. Tracking, special education through pull-out instruction, grade retention, and programs for at-risk kindergartners all have tried placing struggling students in homogeneous groups where they could receive more "appropriate" instruction. Pulling students out of regular classes for special "individualized" instruction in resource rooms is frequently mentioned as a strategy for helping students who have difficulty learning. Mastery learning calls for all learners to master a common set of unit objectives but allows for individual differences in learning time. The original mastery model emphasized individualized tutoring, but it was later adapted for use within the context of group-based instruction.
