2. OVERVIEW
Teaching is not an exact science, where one approach fits all. A
carefully planned lesson might inspire one student to craft an
amazing story, commit to improving her grades, and go on to
college to become a journalist. That same lesson might leave
another child confused and discouraged.
Effective teaching requires flexibility and creativity. As special
educators or as general educators, we must constantly ‘monitor
and adjust’ our teaching techniques. The next few slides provide
strategies for teaching students with disabilities.

4. INCLUSIVE PRACTICES
 Inclusion is the belief amongst community that it is their responsibility
to educate all students so they reach their potential
 How to incorporate inclusive practices :
Incorporate diversity into your overall curriculum.
Be intentional about creating a safe learning environment by
utilizing ground rules.
Be proactive in connecting with and learning about your students.
Utilize a variety of teaching strategies, activities, and assignments
that will accommodate the needs of students with diverse
learning styles, abilities, backgrounds, and experiences

5. UNIVERSAL DESIGN FOR
LEARNING
Universal Design for
Learning Principles
Multiple Means of
Representation:
To give learners various
ways to acquiring
information and
knowledge
Multiple Means of
Expression:
To provide learners with
alternatives for
demonstrating what they
know, and rehearsing
Multiple Means of
Engagement:
To tap into learners
interest. Offer
appropriate challenges,
and increase motivation

6. DIFFERENTIATED
INSTRUCTION
 A process to teaching and learning for students of differing abilities in the
same class.
 The intent of differentiating instruction is to maximize each student's growth
and individual success by meeting each student where he or she is and
assisting in the learning process.
Implementing based on:
Content:
What teacher plans to
teach
Process:
How teacher
1. Plans instruction
2. Whole class
Groups/pairs
Product:
Assessment of Content

7. EVIDENCE BASED
PRACTICES
 Make decisions about what to teach their students
 Determine how effective the teaching/learning process has been based
on data collected
 Direct instruction – effective in helping students learn to read through
a fast paced, highly structured series of lessons

8. ASSISTIVE TECHNOLOGY
 Devices and services that improve the functional capabilities of
students with disabilities
 Devices that can be utilized in the classroom
 Hearing loop (induction loop)
 NVDA Free Screen Reader
 Audible Books App
 Word Processing
 Provide copies of structured outlines
Flow charts, task analysis, and networking ideas