, EDS4801 Assignment 2 (COMPLETE ANSWERS) 2025 -
DUE 9 June 2025; ;100% trusted, comprehensive and
complete reliable solution with clear explanation
1.1 How would you, as a teacher/practitioner, differentiate
instruction for learners with disabilities in inclusive
classroom settings? (15 marks)
Differentiating instruction means tailoring teaching approaches
to meet the diverse needs of all learners, including those with
disabilities. Here’s how I would differentiate instruction:
1. Use Multiple Modalities: Incorporate visual, auditory, and
kinesthetic teaching methods to accommodate different
learning styles and needs (e.g., using pictures, hands-on
activities, and oral explanations).
2. Adapt Materials: Provide accessible resources such as
large print texts, audio books, or tactile materials for
learners with visual or hearing impairments.
3. Flexible Grouping: Group learners heterogeneously for
peer support and homogeneously for targeted skill practice,
allowing learners with disabilities to receive tailored
support.
4. Modify Tasks: Adjust the complexity of tasks according to
learners’ abilities, offering simplified instructions or
extended challenges to match individual levels.
5. Use Assistive Technology: Incorporate tools such as
speech-to-text software, hearing aids, or communication
boards to facilitate participation.
DUE 9 June 2025; ;100% trusted, comprehensive and
complete reliable solution with clear explanation
1.1 How would you, as a teacher/practitioner, differentiate
instruction for learners with disabilities in inclusive
classroom settings? (15 marks)
Differentiating instruction means tailoring teaching approaches
to meet the diverse needs of all learners, including those with
disabilities. Here’s how I would differentiate instruction:
1. Use Multiple Modalities: Incorporate visual, auditory, and
kinesthetic teaching methods to accommodate different
learning styles and needs (e.g., using pictures, hands-on
activities, and oral explanations).
2. Adapt Materials: Provide accessible resources such as
large print texts, audio books, or tactile materials for
learners with visual or hearing impairments.
3. Flexible Grouping: Group learners heterogeneously for
peer support and homogeneously for targeted skill practice,
allowing learners with disabilities to receive tailored
support.
4. Modify Tasks: Adjust the complexity of tasks according to
learners’ abilities, offering simplified instructions or
extended challenges to match individual levels.
5. Use Assistive Technology: Incorporate tools such as
speech-to-text software, hearing aids, or communication
boards to facilitate participation.
