Journey Towards Creating Effective Schools for All Learners
Embrace Diverse Students in the Classroom
organized by the different sections of the chapter.
Learning tools. Tools
for analysis, discussion, and planning you may use in class, professional
development, and in your own practice as a teacher.
about differences. Use Activity
Tool 3-2 to think
about differences and disabilities and their response to the teacher in the
beginning of the chapter
- Jigsaw groups: Best practices for students with special needs. Use Activities
Tool 3-3 and have individuals work in groups to summarize: (1) definition,
(2) impact of condition on the functioning and needs of the child, (3) key
strategies for instruction and support, and (4) issues and controversies related
to children with specific categories of special needs.
best practices to meet needs of different students. Activity
Tool 3-4 asks respondents to compare best practices for teaching students
who (a) are gifted and talented; (b) are second language learners; (c)
have learning disabilities; (d) have mentally retardation; or (e) have
traumatic brain injury and draw conclusions about the relationship of
needs of these different groups.
and hurtful practices. (See
Activity Tool 3-5). Ask participants, either as a whole class or small
group, to list these
separately and then discuss
responses to the following question: What teaching practices help students
with vastly different academic, social-emotional, and sensory-physical abilities
learn well together?
studies: High school students
with sensory and physical disabilities. These four case studies provide tools that participants may use
to develop teaching and accommodations plans.Use Activity Tool 3-6 a-c.
Artwork reprinted by permission of
Martha Perske from PERSKE:
PENCIL PORTRAITS 1971-1990
Nashville: Abingdon Press, 1998.