Differentiating Instruction for Disabled Students in Inclusive Classrooms

Broderick, Alicia A.; Mehta-Parekh, Heeral; Reid, Doug

doi:10.1207/s15430421tip4403_3

Cited by 88 publications

(54 citation statements)

References 13 publications

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“…All of them used visuals, graphic organizers, multi-modal presentations, peer support (Broderick et al, 2005;Tomlinson & Eidson, 2003), color-coded notes, and demonstrations in their teaching. In addition, the math teacher used mnemonic devices, cloze notes, study aids, and whiteboards.…”

Section: Discussionmentioning

confidence: 99%

“…The science teacher included instructional videos and the Classroom Performance System (CPS) (eInstruction, 2007) while the social studies teacher utilized a round table, read alouds, and integrated scenarios and supplemental videos into his presentations. The use of technology, in varying degrees, by all three teachers was another way they responded to the needs of all learners (Broderick et al, 2005;Tomlinson & Eidson, 2003;Villa et al, 2005). States... International Journal of Instruction, July 2014 • Vol.7, No.2 All of the evidence-based differentiation strategies described above were gradually incorporated by the teachers in this study over the course of their tenure and were utilized in an effort to be responsive to student need.…”

Section: Discussionmentioning

confidence: 99%

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Case Study Research: Examining Middle School General Education Teachers

Mackey¹

2017

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Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive attitudes about having students with disabilities in their general education classrooms. Each teacher developed and implemented numerous instructional practices which have implications for the effective inclusion of students with disabilities in general education classrooms.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Case Study Research: Examining Middle School General Education Teachers

Mackey¹

2017

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“…In this representation, creativity directs the interpretation of the educational response towards the particular characteristics and student needs towards a more intelligent way of working (Jeffrey & Troman, 2013), starting with the strengthening of alternative educational practices and ways of looking at disability as an alternative, not a failure. Experimentation with creative practices in education (Beach & Bagley, 2012;Broderick, et al, 2010;Craft & Jeffrey, 2008;Jeffrey & Troman, 2009;Woods, 2002;Woods & Jeffrey, 1996) could contribute to understanding and developing education adapted to everyone, overcoming the complexity of any educational situation.…”

Section: Discussionmentioning

confidence: 99%

“…A large number of teachers also claim to be dissatisfied with inclusive processes that have been undertaken. Moreover, Palomares & González (2012), point out that response to diversity in schools must inevitably revolve around the structuring of varied and flexible teaching and learning situations, allowing a maximum possible number of students (Broderick, Mehta-Parekh & Reid, 2010) to reach a maximum possible level of competence.…”

Section: Inclusive Education a Reality In Current Educational Contexmentioning

confidence: 99%

Inclusive education in schools in rural areas

Moreno¹,

Jaén²,

Navío³

et al. 2015

J. New Approaches Educ. Res.

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Since Spain decided to embark on the development of inclusive schooling, studies have taken place to see if the inclusive principle is being developed satisfactorily. Inclusive schooling implies that all students, regardless of their particular characteristics, may be taught in ordinary schools, and in the majority of cases receive help in the classroom in which they have been integrated in order to cover any special educational needs. Our research aims to find out if schools situated in rural areas follow this principle and, once it has been put into practice, what strategies are being used. To this end, we designed a questionnaire addressed to Infant and Primary school teachers in the Sierra Sur area in the province of Jaén, in an agricultural context where most of the population live on olive picking and the cultivation of olive groves. Given the extension of the area, our research concentrated on schools situated in urban nuclei with a population of less than one thousand five hundred inhabitants. The results obtained demonstrate that rural areas do not take full advantage of the context they are in to favour inclusion processes and continue to develop proposals that are merely integrative.

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“…The passing of recent legislature and emphasis on accountability requires schools and teachers to ensure that students are provided equitable access to standards-based curriculum and to ensure that all students achieve academic success (e.g., Broderick, Mehta-Parekh, & Reid, 2005;IDEA, 2004;NCLB, 2002 All (2014). Coupled with the implementation of effective teaching of mathematics, schools and teachers must systematically address the obstacles that pose a threat to the "meaningful learning of mathematics and to achievement outcomes" for all students, regardless of the students' background or characteristics (NCTM, 2014, p. 60).…”

Section: Mathematical Learning Difficulties and Disabilitiesmentioning

confidence: 99%

A multi-level analysis using NAEP data : examining the relationships among mathematics coaches and specialists, student achievement, and disability status.

Harbour

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Differentiating Instruction for Disabled Students in Inclusive Classrooms

Cited by 88 publications

References 13 publications

Case Study Research: Examining Middle School General Education Teachers

Case Study Research: Examining Middle School General Education Teachers

Inclusive education in schools in rural areas

A multi-level analysis using NAEP data : examining the relationships among mathematics coaches and specialists, student achievement, and disability status.

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