In your paper, you will need to describe/explain your chosen strategy and its correct use. You will provide information on how this strategy can be implemented in the school settings. Fully analyze the strategy you chose; consider the strategy’s advantages, disadvantages, the different methods/varieties of its use, how it would be most effective in your future classroom, etc. Use examples from peer-reviewed resources to support your personal reflection/reactions. Make sure you provide valuable information pertaining to the strategy selected.
• Type your document using Microsoft Word (no other software program is acceptable).
• Your paper must be written in current APA format.
• You must have 4-5 pages (not including the title page, abstract, and reference page).
• You must use professional writing throughout your paper. Do not use contractions (“”can’t””), slang (“”a lot””).
• Do not use first person (“”I””) in your paper.
• A minimum of 4 scholarly sources, written within the last 5 years, are required.
• Include a title page with the name of the paper, your name, course number, and a running head.
• Type short heading and page number at upper right margin on each page. [In Microsoft Word, click “”Insert”” and then “”Header and Footer.””]
• Prepare an abstract (following the title page) to summarize the paper in 1 paragraph. (To begin a new page in Microsoft Word, click “”Insert”” and then “”Page Break””)
• Type the references page at the end of the paper.
• Double-space the paper.
• Follow the 4 page minimum for the paper (includes text only; this page count does not include the title page, abstract, or references page).
Topic:Peer-mediated (PMI) is a research-based intervention used in many inclusion classrooms. Typical peers receive instruction by the teacher, paired with high incidence learning disabilities (HI) and act as instructional, social, or communication assistants. The teacher is a monitor and facilitator (Wong et al., n.d.). Peer mediation is entirely different than mediated learning experience (MLE)
MLE is an outcome of Reuven Feuerstein’s (Theory of Structural Cognitive Modification (SCM) (Bee Leng Chua et al., 2017). Feuerstein’s theory differed significantly from Piaget’s and Vygotsky’s learning theories. Feuerstein believed that intelligence was not static or fixed but that it was modifiable through the MLE. Piaget believed intelligence is set by a certain age and cannot be changed. Vygotsky was similar, except he thought that cognitive remediation might be reached without intervention (B.L Chua,2017).
Feuerstein developed the instrumental enrichment program, now called the Feuerstein Instrumental Enrichment Program (FIE), for the MLE. This program was built on his categorization of three major phases of the mental act: input, elaboration, and output” (C. Brown, 2018). Trained mediators guide students through individual instruments while teaching tasks that teach students how to develop thinking strategies to solve problems both socially and academically (“Feuerstein’s Instrumental Enrichment”, n.d.)
This paper will attempt to show the benefit of incorporating MLE in special education, including case studies.
Brown, C. (2018). Computer training or human mediator. Equippingminds.com. Retrieved 7 November 2020, from https://equippingminds.com/wp-content/uploads/2018/04/Computer-training-or-human-mediator.pdf.
Feuerstein’s Instrumental Enrichment. Faculty.umb.edu. Retrieved 6 November 2020, from http://www.faculty.umb.edu/peter_taylor/601/files/FIE%20Standard%20Sample%20iRi%205-19-13%2C%20complete.pdf.
Maeng, J. (2016). Using Technology to Facilitate Differentiated High School Science Instruction.. Eric.ed.gov. Retrieved 5 November 2020, from https://eric.ed.gov/?q=differentiated+instruction&pg=8&id=EJ1152920.
Wong, Odem, Hume, Cox, Fettig, & Kucharczyk et al. Peer Mediated Instruction and Intervention Fact Sheet. Autismpdc.fpg.unc.edu. Retrieviqued 6 November 2020, from https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/PMII_factsheet.pdf.