1) Supporting and teaching Susie, a student with an intellectual disability, in an inclusive
classroom involves careful planning, differentiated instruction, and creating a supportive
environment that meets her unique learning needs. In terms of Curriculum and Classroom
environment, some considerations could include Differentiated Curriculum: includes
modified content, reduced workload, and use of visual supports; Inclusive Environment:
includes supportive atmosphere, flexible seating and grouping, and clear and consistent
routines; and Accessibility Tools: includes assistive technology and modified
assignments. In terms of Instructional Designs and Instructional Delivery, some
considerations could include Universal Design for Learning (UDL): includes multiple
means of representation, engagement, and expression; Scaffolded Instruction: includes
step-by-step guidance and use of models and examples; Explicit and Systematic
Instruction: includes direct instruction and frequent checks for understanding; Small
Group and One-on-One Instruction: includes targeted support, and peer tutoring: Positive
Behavior Supports: encouragement and feedback, and behavioral cues and prompts.
2) Supporting Bobby in an inclusive classroom means creating a learning environment that
addresses his needs and leverages his strengths. For curriculum and classroom
environment, some considerations would be to provide differentiated materials like for
math and reading (Since Bobby excels in math, I would offer opportunities for
enrichment and higher-level problem-solving that match his skills), multi-sensory
learning tools, flexible seating as with accessible learning spaces, assistive technology
(i.e. text to speech or reading pens), and clear and consistent routines. Other classroom
environment considerations could be inclusive culture and accessible learning centers.
Some instructional design considerations include scaffold instruction, small group
instruction, visual supports, explicit instruction with modeling, alternative assessments,
and peer support and collaboration.
3) To effectively support and teach Jacob in an inclusive classroom, it would be important
to consider curriculum adjustments, adapt the classroom environment, and tailor
instructional designs and delivery methods to meet his unique needs. For curriculum and
classroom environment, ome considerations would include visual supports and modified
materials by providing digital versions of texts with adjustable font sizes, consistent use
of place markers to teach Jacob how to use these tools effectively and consistently to
reduce skipped lines and improve tracking, accessible seating arrangements by seating
Jacob in a position where he has a clear, unobstructed view of the board and teacher, and
minimized visual and auditory distractions by reducing clutter on walls and Jacob’s desk
area. Some instructional delivery and design strategies I would use are multi-sensory
instruction by using a combination visual, auditory, and kinesthetic learning methods,
chunking information by breaking down reading tasks and presentations into smaller,
manageable segments for Jacob, use of of assistive technology by implementing software
that reads text aloud, and peer support and collaboration by paring Jacob with supportive
peers for group work.
