Adaptive Education - Legislation and the Reality of Field Work-

Abstract

This study aimed to identify the elements of adaptive education using the descriptive method. It analysed the theoretical history of the subject and highlighted the elements of adaptive education, as well as the developmental aspects of the learner and school legislative texts on the subject. Adaptive education is remedial to students who show a complete inability while learning, whether due to psychological, health-related or social factors; as such, it aims to reveal and solve the problems of waste in education, as well as the daunting signs of regression that face education in Algeria. Upon inspecting the organized publications of the Algerian Ministry of Education, it can be seen that adaptive learning was only available in 28 provinces during the school year 2000/2001, and that special classes were not normalized before 2011.

The study has found that adaptive education is rather rare, and it occurs under normal educational circumstances and according to normal pedagogical practice. In addition, the issue of individual differences is not new, and it is possible to solve it by catering to learning conditions, standards of assessment and special education (institutionally, organizationally and practically). The reality of this kind of education will minimize the disparity of identities among individuals within a class. Moreover, making use of the pedagogy of educational integration and treatment can reduce the rates of premature drop-outs, and it can help overcome the negative factors which led to the failure of adaptive education in solving educational disability problems, so that disabled students may be integrated into standard classrooms.