NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ854575
Record Type: Journal
Publication Date: 2009-Sep
Pages: 7
Abstractor: ERIC
Reference Count: 23
ISSN: ISSN-0094-0771
Restructuring the Inclusion Classroom to Facilitate Differentiated Instruction
Patterson, Joshua L.; Conolly, Mindy C.; Ritter, Shirley A.
Middle School Journal (J3), v41 n1 p46-52 Sep 2009
This article describes how the teachers in a sixth grade mathematics inclusion class used differentiated instruction to better meet the needs of all learners in the classroom. In an inclusion class with students of mixed abilities, differentiated instruction allows the teacher to meet the needs of every learner by providing students with multiple options for learning allowing each student to make his or her own meaning from what is being taught, and enabling each student to individually express what he or she has learned. The mathematics and inclusion teachers restructured the class in a way that facilitated differentiated instruction and resulted in increased student learning. Here, the the authors describe the restructuring process and offer suggestions for other teachers who wish to try this approach. (Contains 2 figures.)
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Grade 6; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A