Chapter 4 Food for Thought

1. In your view, why should special and general educators provide students with instructional and assessment accommodations and modifications?
2. What are examples of instructional and assessment accommodations teachers can provide to special education students in inclusive classrooms?
3. As a knowledgeable educator, what procedures would you advise teachers in your school building to use in determining whether a given student in their classroom will participate in a state- or district-wide assessment program and requires instructional or assessment accommodations and modifications?
4. As one of the individuals in your school district responsible for determining the best way to differentiate instruction for students with diverse learning needs, describe strategies you would tell teachers in your building to use in working with students with disabilities in inclusive classrooms.
5. In your view, what is your responsibility as far as teaching and making the general education curriculum accessible to students with disabilities is concerned?

Now that you’ve learned about the importance of differentiating instruction for students with diverse learning needs and the procedures educators can use to accommodate instruction and assessment for students with special needs in inclusive classrooms, please move on to the next section, which describes specific strategies teachers can use to structure their classroom and manage students’ behaviors.