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Journal of Learning Disabilities, Vol. 37, No. 6, 516-524 (2004)
DOI: 10.1177/00222194040370060601

The Möbius Effect

Addressing Learner Variance in Schools

Carol Ann Tomlinson

Curry School of Education, University of Virginia

Currently, educators separate out from typical students those whose learning needs vary from the norm. The norming and sorting process may earmark students as "different" without providing markedly unique instruction and without producing robust academic outcomes. An alternative to fragmentation for some students is the creation of classrooms in which human differences are valued and provided for, yet few teachers (including specialists) seem currently to have the skill or will to develop these sorts of settings. Educators need to examine the potential costs and benefits of alternative approaches to addressing the learning needs that exist among people.


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