Teachers should work to align instruction with the varying needs that are represented in the inclusive classroom, specifically for students with disabilities. Differentiated instruction and Universal Design for Learning (UDL) strategies can be used to effectively meet the needs of students with disabilities in the inclusive classroom.
Allocate at least 2 hours in an inclusive K-12 classroom that includes students with disabilities for this field experience.
Observe the differentiated instruction strategies and accommodations (both with instruction and assessment) that the teacher uses in the classroom.
Discuss the following questions with your mentor teacher:
What are the different types of needs in the classroom? (e.g., students with language needs, students on 504 Plans, students with IEPs)
What is the percentage of students who have been identified as having a disability or exception?
How do you plan and prepare units, lessons, and assessments?
What types of differentiated instruction and/or UDL strategies do you use during instruction and assessment? How do you ensure these are aligned to instructional standards and appropriate for students?
What types of accommodations are provided? Who provides them?
How do you collaborate with the special education teacher and any other teachers/professionals to support the students with disabilities or exceptions?
How do you provide assessment feedback? Do you use any feedback strategies to engage students and/or motivate learning?
Did you feel prepared to work with students with disabilities at the beginning of your career? How do you feel now? What kinds of preparation or education did you receive to work with students with disabilities? Do you feel that you have had enough preparation and education to work with students with disabilities?
What other types of support do you feel one should gain or be provided in order to work with students with disabilities?
Sample Answer
My time observing an inclusive K-12 classroom has provided me with valuable insights into differentiated instruction and Universal Design for Learning (UDL). The classroom, which included students with a variety of needs, showcased a teacher's thoughtful approach to planning and instruction to ensure every student could succeed.
Teacher Interview Insights 👩🏫
Needs in the Classroom The mentor teacher explained that the classroom has a diverse range of needs. Students with Individualized Education Programs (IEPs) are present, each with specific learning goals and accommodations. Some students are on 504 Plans due to health-related or attention-related needs that don't require special education services but do require accommodations. Additionally, there are students with language needs, gifted students, and others who simply learn at a different pace. The teacher emphasized that a "one-size-fits-all" approach is ineffective.
Prevalence of Disabilities The mentor teacher shared that approximately 25% of students in the class have been identified as having a disability or exception, with the majority of those having IEPs for specific learning disabilities.
Planning and Preparation The teacher uses a backward design approach for planning. They first identify the instructional standards and end goals for a unit. Then, they create assessments that will show mastery of those standards. Finally, they design a variety of lessons and activities that build the necessary skills and knowledge. This process ensures all instruction is aligned with the required curriculum.
Differentiated Instruction and UDL Strategies To meet diverse needs, the teacher uses a combination of differentiated instruction and UDL strategies:
Content: The teacher provides information in various formats, such as videos, texts, and hands-on activities, to cater to different learning styles. For a science unit on the solar system, students could choose to read a book, watch a documentary, or build a model.
Process: Students are given choices in how they learn. Some might work in small groups, while others work independently. The teacher uses learning centers with different activities to target specific skills.
Product: Students can demonstrate their learning in different ways. Instead of just writing a paper, a student might create a presentation, a podcast, or a visual display.
The teacher ensures these strategies are appropriate by collaborating with the special education teacher and by using student data to inform their choices.