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    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.)

  • Communication Made Easier Facilitating Transitions for Students with Multiple Disabilities
    Many students with intensive, multiple disabilities present challenging characteristics and need highly individualized strategies for coping with their disabilities. Teaching Exceptional Children MAY/JUNE 2004.
  • 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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