Educators need to understand a range of approaches to learning, organizing tasks, and information to better suit individual student learning abilities. This area has articles and research on making adaptations to instruction to help students reach their educational goals. Adaptations can relate to 1) socioemotional/behavioral environments; 2) physical environment and 3) the instructional environment (lesson plans, techniques, content, media, technology, and evaluation.)
Insights, tips, and references related to adapting instruction
This document has useful ideas about 1) adaptations used by special education teachers to modify instruction for talented and gifted children 2) adaptations used by special education teachers to modify instruction for children with disabilities.
Making Learning Easier: Connecting New Knowledge to Things Students already Know
The Institute for Academic Access (IAA)
is a collaborative partnership between
faculty and staff at the University of
Kansas and the
University of Oregon. The
primary goal of the IAA is to determine
ways to improve the educational outcomes
for adolescents with disabilities
by designing instructional methods that
take into account the students’ unique
characteristics and the complex dynamics
that are unique to high-school curricula
and schools.
She Will Succeed! Strategies for Success in Inclusive Classrooms by Mary Ann Pratner
Given the number of students needing
individual assistance in the general
classroom, teachers need strategies to
assist them in making appropriate modifications
and adaptations to their curriculum,
instruction, and learning environment. This article includes a case situation where a teacher implements specific adaptations
and steps to modify the learning environment.
Social Support in Inclusive Schools: Student and Teacher Perspectives
This article investigates student and teacher perceptions regarding social support at
school. Thirty students with learning disabilities (LD) in inclusive third- to fifth-grade classrooms
were interviewed about their social networks, perceived loneliness, social support, and
intervention preferences for social problems encountered at school.
Transfiguring It Out Converting Disengaged Children to Active Participants
Do you want to help students believe in
themselves and their learning potential?
This article addresses the challenge of
disengaged students and provides
teachers with a “transfiguration” model
that uses a practical and robust strategy
to transform disengaged learners to
active participants. Let’s examine the
inclusive education environment and
why we need to transform the way we
work with all our students to set learning
goals, create a workable plan, use
motivating activities, and reflect and
evaluate along the way.
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