Differentiating

for the Inclusive

Classroom

Kate MacLeod

University of Maine at Farmington

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Strategies for Presuming Competence
• Examine your attitude—practice saying, “How can this work?”, “How can this child
be successful?”
• Question your stereotypes—how someone looks, walks, or talks does not tell you
about how they think and feel.
• Use age appropriate talk—examine your tone of voice and topic.
• Support communication.
• Listen openly—work to shed judgments.
• Teach peers and others how to interpret potentially confusing behavior.
• Do not speak in front of someone as if they were not there.
• In conversation, refer to the person in a way that includes them in the conversation.
• Ask permission to share information with others.
• Be humble.
• If possible, always let the person explain for himself or herself and do not speak for
them.
• Assume that every student will bene t from learning age appropriate academic
curriculum.
• Look for evidence of understanding.
• Support students to show understanding using their strengths.
• Design adaptations and accommodations to support access to academics.
• Be sure to acknowledge the presence of a person with a disability in the same way
you would acknowledge others.

“If you want to see competence, it helps if you look for it.” - Doug Biklen

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Kasa-Hendrickson, C. & Buswell, W. 2007

Checklist of Sample Supplemental Supports, Aids, and Services

Directions: When considering the need for personalized supports, aids, or services for a
student, use this checklist to help identify which supports will be the least intrusive, only as
special as necessary, and the most natural to the context of the classroom.

Environmental
Preferential seating
Planned seating
Bus Classroom Lunchroom Auditorium Other
Alter physical room arrangement (Specify: )
Use study carrels or quiet areas
Define area concretely (e.g., carpet squares, tape on floor, rug area)
Reduce/minimize distractions
Visual Spatial Auditory Movement
Teach positive rules for use of space

Pacing of Instruction
Extended time requirements
Vary activity often
Allow breaks
Omit assignments requiring copying in timed situations
Send additional copy of the text home for summer preview
Provide home set of materials for preview or review

Presentation of Subject Matter
Teach to the student’s learning style/strength intelligences
Verbal/Linguistic Logical/Mathematical Visual/Spatial Naturalist
Bodily/Kinesthetic Musical Interpersonal Intrapersonal
Use active, experiential learning
Use specialized curriculum
Record class lectures and discussions to replay later
Use American Sign Language and/or total communication
Provide prewritten notes, an outline, or an organizer (e.g., mind map)
Provide a copy of classmate’s notes (e.g., use NCR paper, photocopy)
Use functional and meaningful application of academic skills
Present demonstrations and models
Use manipulatives and real objects in mathematics
Highlight critical information or main ideas

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 Preteach vocabulary
Make and use vocabulary files, or provide vocabulary lists
Reduce the language level of the reading assignment
Use facilitated communication
Use visual organizers/sequences
Use paired reading/writing
Reduce seat time in class or activities
Use diaries or learning logs
Reword/rephrase instructions and questions
Preview and review major concepts in primary language

Materials
Limit amount of material on page
Record texts and other class materials
Use study guides and advanced organizers
Use supplementary materials
Provide note-taking assistance
Copy class notes
Scan tests and class notes into computer
Use large print
Use Braille material
Use communication book or board
Provide assistive technology and software (e.g., Intelli-Talk)

Specialized equipment or Procedure
Wheelchair Walker
Standing Board Positioning
Computer Computer software
Electronic typewriter Video
Modified keyboard Voice Synthesizer
Switches Augmentative communication device
Catheterization Suctioning
Braces Restroom equipment
Customized mealtime utensils, plates, cups, and other materials

Assignment modification
Give directions in small, distinct steps (written/picture/verbal)
Use written backup for oral directions
Use pictures as supplement to oral directions
Lower difficulty level Raise difficulty level
Shorten assignments Reduce paper-and-pencil tasks
Read or record directions to the student(s)
Give extra cues or prompts
Allow student to record or type assignments

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 Adapt worksheets and packets
Use compensatory procedures by providing alternate assignments, when demands of
class conflict with student capabilities
Ignore spelling errors/sloppy work Ignore penmanship

Self-Management/Follow-Through
Provide pictorial or written daily or weekly schedule
Provide student calendars
Check often for understanding/review
Request parent reinforcement
Have student repeat directions
Teach study skills
Use binders to organize material
Design/write/use long-term assignments timelines
Review and practice real situations
Plan for generalization by teaching skill in several environments

Testing Adaptations
Provide oral instructions and/or read test questions
Use pictorial instructions/questions
Read test to student
Preview language of test questions
Ask questions that have applications in real setting
Administer test individually
Use short answer Use multiple choice Shorten length
Extend time frame Use open-note/open-book tests
Modify format to reduce visual complexity or confusion

Social Interaction Support
Use natural peer supports and multiple, rotating peers
Use peer advocacy
Use cooperative learning group
Institute peer tutoring
Structure opportunities for social interaction (e.g., Circle of Friends)
Focus on social process rather than end product
Structure shared experiences in school and extracurricular activities
Teach friendship, sharing, and negotiation skills to classmates
Teach social communication skills
Greetings Conversation Turn Taking Sharing Negotiation Other

Level of Staff Support (Consider after considering previous categories)
Consultation
Stop-in support
Team teaching (parallel, supportive, complementary, or co-teaching)

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 Daily in-class staff support
Total staff support (staff are in close proximity)
One-on-one assistance
Specialized personnel support (If indicated, identify time needed

A Curricular Adaptation and Decision-Making Model

Examine the Structure of the Instruction

1. Can the student actively participate in the lesson without modification? Will the student
essential outcome(s) be achieved?

2. Can the student’s participation be increased by changing the instructional arrangement?
From traditional arrangements to
• Cooperative groups
• Small groups
• Peer partners
• Peer or cross-age tutors

3. Can the student’s participation be increased by changing the lesson format?
• Interdisciplinary/thematic units
• Activity-based lessons, games, simulations, role-plays
• Group investigation or discovery learning
• Experiential lessons
• Community-referenced lessons

4. Can the Student’s participation and understanding be increased by changing the delivery of
instruction or teaching style?


Examine the Demands and Evaluation Criteria of the Task

5. Will the student need adapted curricular goals?
• Adjust performance standards
• Adjust pacing
• Same content but less complex
• Similar content with functional/direct applications
• Adjust the evaluation criteria or system (grading)
• Adjust management techniques

Examine the Learning Environment

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 6. Can changes be made in the classroom environment or lesson location to facilitate
participation?
• Environmental/physical arrangements
• Social rules
• Lesson location


Examine the Materials for Learning

7. Will different materials be needed to ensure participation?
• Same content but variation in size, number, format
• Additional or different materials/devices
• Materials that allow a different mode of input
• Materials that allow a different mode of output
• Materials that reduce the level of abstraction of information

Examine the Support Structure

8. Will personal assistance be needed to ensure participation?
• From peers or the general education instructor?
• From the support facilitator’?
• From therapists’?
• From paraprofessionals?
• From others?

Arrange Alternative Activities that Foster Participation and Interaction

9. Will a different activity need to be designed and offered for the student and a small group of
peers?
• In the classroom
• ln other general education environments
• In community-based environments







From Udvari-Solner, A. (1994). Curriculum Adaptations Project.



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Adapting Content: Curricular & Instructional Adaptations


Word Recognition/Vocabulary • Use easier/less words
• Use semantic mapping to create visual
representations of how words are related
• Provide magnetic letter boards to practice new
sounds, letters and words
• Have student match words to pictures
Comprehension • KWL
• Teach summarizing & paraphrasing
• Reciprocal teaching
• Provide illustrations, diagrams and concept maps
• Make story maps & graphic organizers
• Teach questioning strategies
• Picture sequencing
• Oral rather than written response
• Adapt format of text— enlarge, rewrite at lower
readability, tape record, use text-to-speech software
• Ask only factual questions
Spelling • Use fewer words
• Have students use an electronic communicator
• Read words and have the student write the first letter
only
• Provide adapted tests that provide multiple choice for
spelling.
• Ask the student to circle the correct picture that
coincides with each word
Written Assignments • Provide stimulus questions
• Provide sentence starters
• Provide a scribe
• Provide writing frames
• Provide word processing
• Create other products (PowerPoint, posters, videos,
mobiles, paintings, etc.)
Math • Use manipulatives and picture representations
• Teach mnemonics for concepts, i.e. order of algebraic
equations
• Posters for cueing operations in word problems
• Add cues (i.e. + means to add) to computation
problems
• Use highlighters
• Allow use of calculator, number line and multiplication
table
• Reduce complexity of problems
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 • Reduce number of items
• Large-print
• Provide examples on tests and worksheets
• Provide answer boxes
• Provide multiple choice
Oral Presentations/Lectures Input:
• Use guided lectures (explain objectives & purpose,
relate material to real-life, pause frequently, pose
questions, summarize
• Multisensory approach (role-play, drama, music, etc.)
• Visual aids
• Vocabulary instruction in context
• Use temporal cues (first, next, last)
Output:
• Fill in the blank notes (slotted notes)
• Provide lecture outline
• Peer note takers
• Recorded lectures to listen to at home
Reading Demands • Teach organization/structure of text
• Rewrite short passages
• Have student listen & retell what was read
• Have student read & retell
• Add Pictures & Symbols
• Read text aloud to students
• Paired reading
• Silent & oral reading groups
Projects • Picture cues or audiotape with steps for completing
tasks
• Allow student to only complete certain tasks of
project
• Reduce writing demands

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Source: Causton, J., Pretti-Frontzcak, K., & MacLeod, K (2016). The Inspired Educator.
www.inclusiveschooling.com

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 Multiple Intelligences Product Grid
Linguistic Logical/ Spatial Bodily/ Musical Interpersonal Intrapersonal Naturalist
Mathematical Kinesthetic
Advertisement Advertisement Animated Movie Calligraphy Audio-Video Tape Advertisement Bulletin Board Artifact
Annotated Biblio Annotated Biblio Art Gallery Charades Choral Reading Animated Movie Chart Collecting
Bulletin Board Chart Bulletin Board Collage Fairy Tale Bulletin Board Collection Diorama
Code Code Bumper Sticker Costumes Film Chart Comic Strip Field Study
Comic Strip Collage Cartoon Dance Instrumental Choral Reading Diary Field Trip
Debate Costumes Chart Demonstration Juke Box Comic Strip Editorial Essay Fossil-
Demonstration Demonstration Clay Sculpture Diorama Musical Debate Fairy Tale Collecting
Diary Detailed Illustration Collage Etching Poem Demonstration Family Tree Insect=
Editorial Essay Edibles Costumes Experiment Rap Song Editorial Essay Journal Collecting
Fairy Tale Experiment Demonstration Film Riddle Fairy Tale Learning Center Leaf=
Family Tree Fact Tile Diorama Flip Book Role Playing Film Game Poem Collecting
Fiction Story Family Tree Display Food Song Interview Riddle Maze Original Song
Interview Game Etching Hidden Picture Sound Journal Collage Photo Essay
Jingle Graph Film Mosaic Lesson Time-line Planning Rock-
Joke Book Hidden Picture Filmstrip Mural Mazes Collecting
Journal Labeled Diagram Flipbook Musical Museum Exhibit Scientific
Lesson Large Scale Drawing Game Musical Instruments Pamphlet Drawing
Letter Lesson Graph Needlework Petition Trip
Letter to the Editor Map with Legend Hidden Picture Painting Play Time-line
Newspaper Story Mazes Illustrated Story Pantomime Press Conference
Non-Fiction Mobile Maze Paper Mache Role Playing
Oral Defense Model Mobile Plaster of Paris TV Program
Oral Report Petition Mosaic Model Write a new law
Pamphlet Play Mural Play
Petition Prototype Painting Poem
Play Puzzle Paper Mache Press Conference
Poem Recipe Photo Essay Puppet
Press Conference Riddle Picture Story for Puppet Show
Radio Program Survey Children Radio Program
Riddle Time-line Pictures Role Play
Science Fiction Story Transparencies Play Transparencies
Skit Venn Diagram Political Cartoon TV Program
Slogan Working Hypothesis Pop-up book
Soliloquy Write a new law Prototype
Story Telling Rebus Story
TV Program Slide Show
Write a new law Story Cube

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 Multiple intelligence
think tac toe
TOPIC

How can I bring in numbers, calculations, How can I use visualization, visual aids, How can I bring in music, environmental
logic, classifications, or critical thinking color, art, or metaphor? sounds, or set key points in rhythmic or
skills? melodic frameworks?

Logical-Mathematical Visual Spatial Musical

How can I incorporate living things, natural How can I involve the whole body,
phenomena, or ecological awareness? incorporate movement, or use hands-on
experiences?

Naturalist Bodily-Kinesthetic

How can I evoke personal feelings or How can I use the written or spoken word? How can I engage students in peer sharing,
memories, or give students choices? cooperative learning, or large group
simulation?

Intrapersonal Verbal-Linguistic Interpersonal

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Adapted from the work of Robbie Kronberg (Udvari-Solner 2001)
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 Activity Specific Supports


When the students are Consider providing students . . .
asked to . . .
Sit and listen • Visuals to look at
• Movement breaks
• An FM system (that amplifies the teacher’s voice) A rug or mat
to help determine where to be An object to signify who is
speaking (e.g., a talking stick)
• A ball to sit on
• Choice about where to sit
• A focus object for students to hold or manipulate
• A signal to start listening
• The book that is being read
• A topic bag—filled with objects that relate to the content
• A job to do (help another student, write ideas on the board)
Present verbally • Choice about the supports necessary
• Note cards
• Visuals
• A handout
• A voice recorder
• A video recording
• A microphone
• PowerPoint (possibly even using a prerecorded presentation)
• Preprogrammed communication device
Take a test • A review of test strategies
• A review of the information
• A practice test
• A double-spaced test
• Easy questions first
• A reader for the test
• A reduced number of choices by eliminating one or
• two choices
• In matching, divided a long column into smaller section
• A computer
• As much time as needed
• An oral exam
• A performance-based test
• The option of drawing or labeling
• Simplified language
Complete worksheets • A word bank
• Clear directions
• File folder labels for students to stick answers onto

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 • Highlighted directions
• Fewer problems or questions
• Choice about type of writing instrument

Discuss • A talking object
• Note cards with students’ ideas written on them
• Peer support
• A preprogrammed communication device with a question
on it
• A piece of paper to draw ideas or concepts
• Choice about how to participate in the discussion
• The text the students are discussing
• A highlighted section of the text—have the student
• read and others discuss

Take notes • A lecture outline to complete during the lecture
• A chart
• A graphic organizer
• The teacher’s notes from the day before
• Type notes
• Choice about how to take notes
• A copy of the teacher’s notes with key words eliminated
(i.e. guided notes)
• Lecture notes with pictures
• Photocopies from another student

Use a computer/tablet • A task card for how to start up the program
• Modified keyboard
• Enlarged font
• An adjusted delay on the mouse
• An alphabetical keyboard
• Large keyboard
• Choice about what to work on

Read a text • Audio book
• Larger print font
• Highlighter
• Choral reading
• Background information about the text
• Bullets of the main ideas
• Sticky notes to write questions on
• “Just-right books”
• Puppets

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 • Reading light
• Choice about what to read
• Google Read& Write
Be organized • Color-coded folders
• A planner
• An agenda written on the board
• Assignments written on the board in the same place
• Assignments that are already three-hole punched
• A picture schedule
• A sticky note on desk of things to do
• A homework folder
• A desk check
• Clock or timer on desk
• A verbal rehearsal of the schedule
• A consistent routine
Write • Tell a neighbor your ideas before writing it
• Discuss as a whole group
• Use graphic organizers
• Use bullet writing
• Use pencil grips
• Student dictates the story to educator or peer.
• Teacher writes words on a separate piece of paper student
rewrites
• Use stickers to fill in blanks
• Draw instead of write
• Use raised-line paper—so students can feel lines
• Type on a computer or tablet


Source: Causton, J & Tracy-Bronson, C. (2016). The Educator’s Guide to Inclusive School
Practices. Baltimore, MD: Brookes.

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