EDS4801 Assignment 2
Memo (COMPLETE
ANSWERS) Due 9 June
2025
FOR ASSISTANCE CONTACT
Email:
, 1.1 How would you, as a teacher/practitioner, differentiate instruction for learners with
disabilities in inclusive classroom settings? (15 marks)
Differentiating instruction for learners with disabilities in an inclusive
classroom setting is most important to me as a teacher/practitioner to ensure equal access to
learning and unlocking their full potential. This is how I would do it:
1. Individualized Education Programs (IEPs) and Learner Profiles: My starting point would
be an acute understanding of each learner's IEP (where relevant) and learner profile in depth.
This includes their identified disability, strengths, areas of difficulty, preferred learning style,
interests, and assistive technology employed. This is the basis for my differentiation strategy.
2. Flexible Grouping: I would implement flexible grouping strategies daily.
This is the dissipation from fixed groups and forming temporary groups based on specific
learning needs, skill levels, or even interests. This facilitates directed instruction, peer
support, and opportunities for remedial as well as enrichment activities. For instance, a small
group might be practicing a specific foundation skill while another group is practicing a
more challenging application.
3. Differentiated Content: I would adjust the "what" of teaching. This could involve:
Varied texts/materials: Providing simpler texts, graphic organizers, pictures, or
audio presentations of information.
Segmenting complex tasks: Segmenting assignments into smaller,
manageable tasks with straightforward instructions.
Pre-teaching vocabulary and concepts: Pre-teaching key words and concepts before a
lesson in order to build background knowledge.
Offering choice: Allowing students to select from a range of topics
or modes of demonstrating understanding (e.g., written report, oral presentation, diorama).
4. Differentiated Process: I would vary the "how" of
learning, stressing activities students employ to build meaning for the material:
Multiple instructional strategies: Using multiple approaches to teaching such as direct
instruction, cooperative learning, inquiry-based learning, project-based learning, and hands-
on activities.
Varied degrees of support: Providing varying degrees of scaffolding, from
direct teaching aid to peer mentoring, visual aids, or instructions in sequence.
Pacing modification: Allowing certain students more time to
complete assignments or providing early work completion opportunities for others.
Employment of technology: Incorporating learning apps, interactive whiteboards, and
adaptive software that supports different learning requirements.
5. Differentiated Product: I would offer various ways for students to demonstrate
their learning (the "how they show what they know"):
Memo (COMPLETE
ANSWERS) Due 9 June
2025
FOR ASSISTANCE CONTACT
Email:
, 1.1 How would you, as a teacher/practitioner, differentiate instruction for learners with
disabilities in inclusive classroom settings? (15 marks)
Differentiating instruction for learners with disabilities in an inclusive
classroom setting is most important to me as a teacher/practitioner to ensure equal access to
learning and unlocking their full potential. This is how I would do it:
1. Individualized Education Programs (IEPs) and Learner Profiles: My starting point would
be an acute understanding of each learner's IEP (where relevant) and learner profile in depth.
This includes their identified disability, strengths, areas of difficulty, preferred learning style,
interests, and assistive technology employed. This is the basis for my differentiation strategy.
2. Flexible Grouping: I would implement flexible grouping strategies daily.
This is the dissipation from fixed groups and forming temporary groups based on specific
learning needs, skill levels, or even interests. This facilitates directed instruction, peer
support, and opportunities for remedial as well as enrichment activities. For instance, a small
group might be practicing a specific foundation skill while another group is practicing a
more challenging application.
3. Differentiated Content: I would adjust the "what" of teaching. This could involve:
Varied texts/materials: Providing simpler texts, graphic organizers, pictures, or
audio presentations of information.
Segmenting complex tasks: Segmenting assignments into smaller,
manageable tasks with straightforward instructions.
Pre-teaching vocabulary and concepts: Pre-teaching key words and concepts before a
lesson in order to build background knowledge.
Offering choice: Allowing students to select from a range of topics
or modes of demonstrating understanding (e.g., written report, oral presentation, diorama).
4. Differentiated Process: I would vary the "how" of
learning, stressing activities students employ to build meaning for the material:
Multiple instructional strategies: Using multiple approaches to teaching such as direct
instruction, cooperative learning, inquiry-based learning, project-based learning, and hands-
on activities.
Varied degrees of support: Providing varying degrees of scaffolding, from
direct teaching aid to peer mentoring, visual aids, or instructions in sequence.
Pacing modification: Allowing certain students more time to
complete assignments or providing early work completion opportunities for others.
Employment of technology: Incorporating learning apps, interactive whiteboards, and
adaptive software that supports different learning requirements.
5. Differentiated Product: I would offer various ways for students to demonstrate
their learning (the "how they show what they know"):
