In the early stages of inclusive education, many educators and parents focused on the social opportunities for students with disabilities and other struggling students that were increased by sharing the same classrooms with general education peers. Within just a few years, socialization, as it was referred to, was not the only recognized benefit that was sought. Academic progress became an equally valued outcome of inclusive practices.
Inclusive practices are an integral characteristic of schools that achieve strong measures of academic success. Why? Because in inclusive schools, the following characteristics are in place:
- Students are educated whenever appropriate in the general education classroom with teachers skilled in the content taught.
- Access and opportunities to progress in the general education curriculum is greatly facilitated through inclusive practices.
- High expectations for all students are the norm.
- Instruction is differentiated to engage students on the basis of the skill sets, interests, and learning styles.
- Teachers use flexible grouping that includes varied small group instruction, large group, and paired instruction.
- Students are actively engaged in instruction and in their own learning.
- Instructional accommodations and scaffolding are used to increase access to learning and academic success.
This resource page features a variety of instructional strategies that are effective for diverse learners. In addition, we bring you a special section that introduces strategies, software, and hardware that increase access, participation, and academic success for all learners.
Resources and Strategies
Multi-Level Instruction Form
Learn five broad steps to implement multi-level instruction. This multi-level instruction planning format helps you design challenging lessons that are accessible to the entire class.
Checklist: Access to the General Curriculum
This simple questionnaire is designed for principals and teachers to evaluate their access to the general curriculum standards used in the school or district.
Interactive Glossary of Differentiated Instruction Terms
The Inclusive Schools Network and Stetson & Associates, Inc. created this glossary to define common terms used when differentiating instruction for diverse learners.
Incorporating "Wait Time" Into Classroom Activities
Independent Study Projects
Make Mathematics Instruction Accessible and Engaging for All Students
Differentiate Instruction with Online Tools for Writing
Virtual Manipulatives in the Inclusive Math Class
Visual Learning Methodologies
Augmentative and Alternative Communication
Metacognitive Strategies
Celebrate Ourselves
Books for All
Creating a Culturally Responsive Classroom (Free Sample)
Differentiated Instruction Course Introduction (Free Sample)
Differentiating with Web 2.0 Applications
Article: Differentiate Teaching and Learning with Web 2.0 Tools
Article: Differentiating Instruction Using Web 2.0
Professional Reading
The Differentiated Classroom: Responding to the Needs of All Learners
Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids
Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement
Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners Grades 3-12
Links
The Access Center: "Improving Outcomes for All Students K-8"
The Access Center's mission is "to provide technical assistance that strengthens State and local capacity to help students with disabilities effectively learn in the general education curriculum." This project, funded by the United States Department of Education's Office of Special Education Programs (OSEP), supports the professional development of educators and administrators with resources and educational modules on a number of topics, such as Co-Teaching, Differentiated Instruction, and Technology. Visit the Access Center's website at: http://www.k8accesscenter.org.
Addressing Accessibility in Mathematics
Addressing Accessibility in Mathematics is a project of Education Development Center, Inc. (EDC) that provides information and resources to "teachers and administrators to make middle school mathematics more accessible to a wide range of students, particularly those with special needs." The website features downloadable PDF documents of Accessibility Strategies, Accessibility Tools, and Guiding Questions to help educators use these resources. Visit the Addressing Accessibility in Mathematics website at:http://www2.edc.org/accessMath/resources/strategies.asp.
CAST - UDL Lesson Builder
The Center for Applied Special Technology (CAST) website hosts a Universal Design for Learning (UDL) Lesson Builder that provides educators with models and tools to create and adapt lessons to increase access and participation in the general education curriculum for all students. To find out more CAST and its lesson builder, check out: http://lessonbuilder.cast.org/
Aplusmath.com
Aplusmath.com is an online resource that provides teachers and families with tools to create math support materials. Print flashcards, games, and other items to help students learn basic math concepts. Go to http://www.aplusmath.com.
The New York Times Learning Network - Daily Lesson Plans
The New York Times Learning Network offers free daily lesson plans and lesson plan units that use recent New York Times articles as the context for teaching current events and other curricular based topics. The lesson plans present new and exciting ways to engage students in learning through problem solving, games, activities, and simulations. The lessons can be adapted for a variety of learning styles and are a wonderful way to introduce a wide range of interesting topics. Some examples of current lesson plans available on the site include: Feeling Different, Understanding Social and Emotional Issues Surrounding Attention Deficit Disorder, Check Mate: Learning Strategic Thinking through Playing Chess, and Play to Learn: Using Math to Design an Innovative Playground. Find these and other lessons at: http://www.nytimes.com/learning/teachers/lessons/index.html.
Responding to Learner Diversity in the European Union
Funded by the European Union, teacher educators from seven EU countries: the Universities of Malta, Amsterdam (Netherlands), Dalarna (Sweden), Leipzig (Germany), Manchester (UK), Marijampole (Lithuania), and the NGO Motivace-zivotni styl (Czech Republic), came together in 2008 to produce multicultural and multimedia teacher education materials for online and face-to-face courses on responding to pupil diversity. The materials consist of a teacher’s handbook, DVD with readings and video clips, and a tutor’s manual. They can serve as a basis for teacher education through reflective practice in opening up to and understanding and responding to the diversity of strengths and needs of students in the classroom. They reflect the experience of a varied international group of practitioners in different European countries and up-to-date research on teaching and learning. The handbook, DVD, and tutor’s manual are available to download for free from: www.dtmp.org.
