Modifying schoolwork in inclusive classrooms

Article Abstract:

The instructional aspects of inclusive education are analyzed and ways in which collaborating teams of general education and special education teachers can adapt instructions for students with disabilities is described. An adaptation model is developed which facilitates the achievement of the goals of inclusive education by modifying schoolwork in the least intrusive way possible and ensuring social and instructional participation by students with disabilities.

Public affairs, Social aspects, Analysis, Classroom management, Classroom techniques, Individualized instruction

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Differentiated instruction and educational standards: Is detente possible?

Article Abstract:

The increasingly critical issue of how educators can reconcile standards-driven accountability imperatives with the growing need to address the individual strengths and needs of diverse learners is discussed. It is imperative that the educators attend to the issues simultaneously and consistently if continuous improvement is to occur in schools and districts.

Management dynamics, Management, Company business management, Educators

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Differentiating instruction for disabled students in inclusive classrooms

Article Abstract:

The practical, disability-related issues are discussed for effectively differentiating instructional issues in inclusive classrooms. The planning of responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for the disabled students is recommended.

Similar abstracts:

• Abstracts: A rationale for differentiating instruction in the regular classroom. Styles of thinking as a basis of differentiated instruction

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