In a general education setting, students can struggle if they are not instructed in a way that supports their learning style. For example, one student may grasp concepts with the use of manipulatives, while another individual may require a variety of strategies to arrive at a solution. Inclusion is built on the idea of differentiating instruction, so that all students can succeed in the classroom. Individuals without disabilities can benefit from coteaching practices through the idea of multiple perspectives. Through coteaching both educators can communicate and provide feedback, which can enhance the instruction of students in the classroom. As stated in the article What is Inclusion “In a review of research on inclusion for both elementary and secondary schools, student’s academic performance was found equal or better in inclusive settings for general education students, even those considered to be high achievers” (Salend & Dulaney, 1999, pp 114). As opposed to the traditional teaching, inclusion is built upon differentiating instruction. This strategy can help meet the needs of students who range from low achieving to gifted and talented. For example, a student who has mastered skills can assist their peers who are struggling with concepts. As higher level students
In a general education setting, students can struggle if they are not instructed in a way that supports their learning style. For example, one student may grasp concepts with the use of manipulatives, while another individual may require a variety of strategies to arrive at a solution. Inclusion is built on the idea of differentiating instruction, so that all students can succeed in the classroom. Individuals without disabilities can benefit from coteaching practices through the idea of multiple perspectives. Through coteaching both educators can communicate and provide feedback, which can enhance the instruction of students in the classroom. As stated in the article What is Inclusion “In a review of research on inclusion for both elementary and secondary schools, student’s academic performance was found equal or better in inclusive settings for general education students, even those considered to be high achievers” (Salend & Dulaney, 1999, pp 114). As opposed to the traditional teaching, inclusion is built upon differentiating instruction. This strategy can help meet the needs of students who range from low achieving to gifted and talented. For example, a student who has mastered skills can assist their peers who are struggling with concepts. As higher level students