ERIC Number: EJ692312
Record Type: Journal
Publication Date: 2005
Pages: 9
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Differentiating Instruction for Disabled Students in Inclusive Classrooms
Broderick, Alicia; Mehta-Parekh, Heeral; Reid, D. Kim
Theory Into Practice, v44 n3 p194-202 2005
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.
Descriptors: Federal Legislation, Class Activities, Disabilities, Inclusive Schools, Classroom Techniques, Access to Education, General Education, Individual Needs, Student Needs
Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A