Won't vs can't, again...sigh
What is the cause of reading comprehension problems?
If a student does not do something, how do we know whether it is because she (a) is unable to do that thing or (b) is not motivated to do that thing? Those parents and teachers among the Dear Readers of Special Education Today will recognize this question in its vernacular form: “Is it because she can’t or won’t?” Well, I have the distinct pleasure of being able to describe a current study that sheds light on this problem.
Before going to the study, though, let’s just admire the problem for a moment.
The can’t-v-won’t problem is actually a good question. The implications of the answer for differentiating instruction are quite powerful. Instructional actions for “can’ts” are different from those for “won’ts.” If the problem is of the “can’t” type, we must busy ourselves with figuring out how to enable the learner and delivering the necessary instruction. That could represent a whole heckuva lot of work!
