Protection of children's rights during differentiated education and remediation

Abstract

During differentiated teaching, the educational process is adjusted to the interests and needs of students, that is, students with different achievements in the same class learn differently. Each right outlined in the Convention on the Rights of the Child applies to all children with no discriminatory exceptions. The goal of differentiated instruction is for each student to achieve the best results within his or her abilities, so it does not aim to achieve equal results despite differences.

In all countries of the world, the rights of the child are strengthened by international or local legislative acts, administrative legislation and their enforcement. It is differentiated teaching that allows the teacher to overcome barriers and improve the results he/she achieves through continuous formative assessment and flexible grouping while respecting the rights of the child. Assessment is formative if we analyze the results and adapt them to the needs of the students. Interventions planned and implemented with students enable them to overcome existing problems and improve their knowledge level.

An intervention study with formative assessment, differentiated approach and remediation was conducted in mathematics with 2nd grade students of one of the public schools in Kutaisi, Georgia. The study was carried out in three phases: the first phase at the end of January, the second at the end of March to understand how well the interventions were selected, and the third phase at the end of May. Quantitative research was chosen as the research method.