EDS4801
Assignment 2
Due 9 June 2025
, EDS4801
Assignment 2
Due 9 June 2025
Question 1
1.1 How would you, as a teacher/practitioner, differentiate instruction for learners
with disabilities in inclusive classroom settings?
As a teacher in an inclusive classroom, differentiating instruction for learners with
disabilities means tailoring my teaching strategies, materials, and assessments to meet
their unique needs while ensuring they access the same curriculum as their peers.
Here’s how I would approach this:
• Assess Individual Needs (3 marks): I’d start by understanding each learner’s
disability through Individualized Education Plans (IEPs), observations, and
collaboration with special education staff. For example, a learner with dyslexia
might need text-to-speech tools, while a learner with autism might benefit from a
structured routine (Tomlinson, 2014).
• Flexible Grouping (3 marks): I’d use varied grouping strategies, such as pairing a
learner with a visual impairment with a peer for collaborative reading or grouping
students with similar needs for targeted support. This fosters inclusion while
addressing specific challenges.
• Adapted Materials (3 marks): For learners with physical or sensory disabilities, I’d
provide materials like large-print texts, braille resources, or audio recordings. For
instance, a student with a hearing impairment could use captioned videos to
access content.
• Varied Instructional Strategies (3 marks): I’d employ multiple teaching methods,
such as hands-on activities for learners with intellectual disabilities or visual aids
Assignment 2
Due 9 June 2025
, EDS4801
Assignment 2
Due 9 June 2025
Question 1
1.1 How would you, as a teacher/practitioner, differentiate instruction for learners
with disabilities in inclusive classroom settings?
As a teacher in an inclusive classroom, differentiating instruction for learners with
disabilities means tailoring my teaching strategies, materials, and assessments to meet
their unique needs while ensuring they access the same curriculum as their peers.
Here’s how I would approach this:
• Assess Individual Needs (3 marks): I’d start by understanding each learner’s
disability through Individualized Education Plans (IEPs), observations, and
collaboration with special education staff. For example, a learner with dyslexia
might need text-to-speech tools, while a learner with autism might benefit from a
structured routine (Tomlinson, 2014).
• Flexible Grouping (3 marks): I’d use varied grouping strategies, such as pairing a
learner with a visual impairment with a peer for collaborative reading or grouping
students with similar needs for targeted support. This fosters inclusion while
addressing specific challenges.
• Adapted Materials (3 marks): For learners with physical or sensory disabilities, I’d
provide materials like large-print texts, braille resources, or audio recordings. For
instance, a student with a hearing impairment could use captioned videos to
access content.
• Varied Instructional Strategies (3 marks): I’d employ multiple teaching methods,
such as hands-on activities for learners with intellectual disabilities or visual aids
