This theoretical framework provides some guidelines for classroom teachers in developing systematic instructional sequences to accommodate learning differences. Instruction can thus begin immediately and teaching does not depend on the child attaining a particular level of development for which the traditional curriculum is designed. The objective of such sequences is to match each child's capabilities with an instructional mode which will allow him to assimilate information. Each child regardless of his developmental status would be working toward the acquisition of similar skills and understandings.
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