Differentiated Instruction
To meet the needs of my inclusion special education students, I often had to differentiate my instruction to adapt to the needs of the students. For example, during my student teaching, I taught several students with attention problems who were not able to spontaneously take notes from what I had written on the board. After consulting my inclusion teacher, we decided to structure the notes by providing outlines. These outlines contain the same notes I use for myself, but with important words and information blanked out. This allowed students to focus on listening to what I say and watching out for key terms and ideas, not writing down every single word I wrote on the board. This also eliminated the problem of students feeling overwhelmed with information. I have attached a page of the notes below.