The purpose of the paper is to evaluate the effectiveness of strategic instruction model in enhancing cognitive ability and the learning success of students with learning disability in secondary schools. Strategic instruction model (SIM) is one of the two models that are currently used in aiding students with learning disabilities in secondary schools to achieve high grades in all areas of their study. The purpose of the program is to aid both students with disabilities and their teachers meet the expected grade by the government. Schools have been mandated with the success of their students. In other words, teachers are responsible for the grades their students achieve in secondary education; therefore, schools need to understand the specific needs and requirements of their students to achieve success in education (Bakken et al., 2013). The aim of SIM is to improve the general performance of students by improving the ability of students to understand information organization, understanding of main ideas as well as the ability to recall things learned in class.
Strategic instructional model provides students with a package that enables them improve their cognitive ability while providing teachers with instructional tools necessary to assist students with learning disabilities. SIM focuses on the inclusion method of handling children with disability rather than segregating them. Separating disabled students or offering them services that appear to be special to them and to other students magnifies their learning problems and that can affect their learning abilities adversely. Research indicates that most of the students with learning disabilities who study in separate classes with other students lose the morale of education and most of them do not even go to college (Boyle & Scanlon, 2010). On the other hand, those that learn within the same environment with the rest of the students end up with same or almost similar grades with the rest of the students thus improving their chances of going to college.
Research indicates that most Education Policy Makers do not put enough efforts in improving the cognitive ability of students with disabilities in learning in grade schools. As a result, these students experience hard times in catching up with secondary education and end up dropping out of school or losing the morale to pursue higher education. Therefore, tools and programs like SIM have been coined to help deal with this mess and raise the grades of students in secondary education (Alfassi, 2004).
The key stakeholders in this program are the students, teachers, policy makers at the school board, and the government as well as parents. The students are the major beneficiaries of the program as it enables them achieve their desired educational goals (Reid et al., 2013). The teachers and the school board get the chance to raise the general school grade through SIM. The parents get the satisfaction of their children success and so do the government as it enjoys high level of literacy among its citizens.
Key Standards in Program Implementation
To ensure effectiveness of this program evaluation, the evaluator will assess the program by using process measures, outcome measures, and observational system. Additionally, there will be a timeline to show the maximum possible time to expect outcomes in each stage of evaluation. Once a change need is established, it will be implemented immediately to enhance the outcomes of the program.
Ethical Obligation of the Program Evaluator
The role of the evaluator is to ensure that the program serves the intended purpose of improving the cognitive ability of students with disabilities in learning to achieve high grades in all subjects. The evaluator will mostly use the formative approach of project evaluation by assessing the program, as it progresses and identifying areas that need adjustments to achieve the intended results. To achieve the intended results, the evaluator will use observation and informal interviews to analyze the effectiveness of the program based on the students and the teachers who make use it.
Alfassi, M. (2004). Reading to learn: effects of combined strategy instruction on high school students. Journal of education research, 97(4), 171.
Bakken, J., Obiakor, F. & Rotatori, A. (2013). Learning disabilities: practice concerns and students with LD. Bingley, UK: Emerald.
Boyle, J. & Scanlon, D. (2010). Methods and strategies for teaching students with mild disabilities: a case-based approach. Belmont, Calif: Wadsworth.
Reid, R., Lienemann, T. & Hagaman, J. (2013). Strategy instruction for students with learning disabilities. New York: The Guilford Press.