Document Type
Review Article
Publication Date
6-1-2005
Journal / Book Title
Theory into practice
Abstract
Differentiating instruction, a comprehensive approach to teaching, enables the successful inclusion of all students, including the disabled, in general-education classrooms. As inclusive educators, we argue that disability is an enacted, interactional process and not an empirical, stable fact or condition. We recommend planning responsive lessons that differentiate instruction for all students from the outset, instead of modifying one for disabled students. General-education teachers, who with appropriate supports learn to attend to every student's individual needs, can replace the specially designed, and often uninteresting one-to-one skills and drills, typically suggested for disabled students, with responsive class activities contingent on individual performance. This shift in instructional focus supports the provision of access to the general education curriculum required by the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Act. We also address practical, disability-related issues for effectively differentiating instructional, in inclusive classrooms.
DOI
10.1207/s15430421tip4403_3
MSU Digital Commons Citation
Broderick, Alicia; Mehta-Parekh, Heeral; and Reid, D. Kim, "Differentiating Instruction for Disabled Students in Inclusive Classrooms" (2005). Department of Teaching and Learning Scholarship and Creative Works. 172.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/172
Published Citation
Broderick, A., Mehta-Parekh, H., & Reid, D. K. (2005). Differentiating instruction for disabled students in inclusive classrooms. Theory into practice, 44(3), 194-202.