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Possibly the best way of providing for significant individual differences is through curricular changes and considerations. This article shows skepticism concerning curricular modifications that have been for groups of students rather than for individuals. Real individualization must be through the goals of the students rather than through the changes in content directed at students regarded as deviations from norms and handled mechanically through the school. This article raises the fundamental question as to whether “the provision of differences is the only good to be sought in the curriculum”. As an example, this article uses the qualitative design to study some of the aspects of individual differences in the Lebanese English curriculum.

words: individual differences , curriculum , Lebanese curriculum , rate of progress , content and progress , curriculum organization

2019

رؤي فكريه

رؤي فكريه