THE INCLUSIVE CLASSROOM AND DIFFERENTIATED INSTRUCTION ASSIGNMENT
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The Inclusive Classroom and Differentiated Instruction
Assignment
Cassandra Bass
School of Education, Liberty University
The Inclusive Classroom and Differentiated Instruction Assignment
The Inclusive Classroom
Overview
An inclusive classroom is a safe and encouraging environment that promotes acceptance
and diversity for all learning styles. An inclusive classroom recognizes each student as an
individual. To create a successful inclusive classroom, the teacher must be supportive, accepting,
and understanding of the uniqueness of each student in his/her classroom. Each student has their
own individual strengths and challenges. As teachers we must recognize those strengths and
challenges and support each student. When a student is struggling, the teacher must provide
support and accommodation. There are several strategies that can support students in inclusive
classrooms.
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Inclusive classrooms are student-centered to meet the diverse needs of each student. The
inclusive classroom includes multiple people working together to provide students with the
support they need within the classroom. Inclusive classrooms include students with different
intellectual and academic abilities and varying behaviors. A successful inclusive classroom will
bring the varying abilities of each student together to learn from one another. The students,
teachers, other faculty members, and families work together to provide the best education
possible to meet the unique needs of the students in an inclusive classroom (Education Week,
2018).
Description of the Inclusive Classroom
An inclusive classroom as defined by Drexel University School of Education is,
“Inclusion in the classroom means that all children, no matter their racial, religious, or ethnic
background, gender, learning style, or ability have equal access to educational opportunities in a
learning environment where all students are equally safe, valued, and respected” (Promoting
Inclusion in the Classroom - School of Education, n.d.). Including all students as part of the
general education population allows all students to work together and be equal members of the
school community. This definition allows all students access to the general education curriculum
to the greatest extent possible. Providing access to all students allows each student to develop to
his/her fullest potential and allows them greater access to later curricular and employment
demands. An inclusive classroom will have more than one teacher (Frank & Zascavage, n.d.).
One teacher is certified in general education and the other teacher is certified in special
education. The two teachers ensure all students within the classroom can access the curriculum
and find success by:
•Creating an environment where it is safe to try.
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•Ensuring all students have what they need physically, educationally, and
emotionally to access the content being taught.
•Working together to create content that all students can access.
•Creating modifications and accommodations to the content to meet the individual
needs of the students (Promoting Inclusion in the Classroom - School of
Education, n.d.).
Based on the definition and explanation of an inclusive classroom, I would define an
inclusive classroom as a general education classroom designed to support the diverse needs of all
students taught through a co-teaching model providing modifications and accommodations to
meet the unique needs of each student.
To meet the specific needs of the students, I must differentiate my instruction.
Differentiated instruction involves teaching in a way that meets the different needs and interests
of the students using varied subject matter content, activities, and assessment as not one way can
meet the needs of every student. Within my classroom, I can differentiate what the student needs
to learn or how the student will gain access to the information (content); the activities the student
engages in to make sense of or master the content (process); the projects that ask the student to
apply and extend what he/she has learned in the content (products); and the way the classroom
works and feels (learning environment) (Tomlinson, 2000). I could do this during my small
group rotations for reading and math. I can instruct each group based on academic level while
varying the level of difficulty and my approach to each group. One group might need more
kinesthetic activities, while one might need more visuals to understand the content, or even
repetition to assist in processing the information. For example, the higher group might extend the
lesson, the middle group will work on developing skills, while the lower group might be for
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exposure. By recognizing the individual needs, teachers can differentiate the instruction in a
smaller setting to meet those needs. Small group rotations are a wonderful way to differentiate
the content.
Another strategy I would employ is self-evaluation and on-going assessment. Instead of
assessing students at the end of a unit, I could assess before, during and at the end of the unit to
gather information to refine my instruction to meet the students’ changing needs. Through
constant re-evaluation and on the spot thinking, I will have to adapt to meet the diverse needs of
the students. Through collaboration with other teachers, I will be able to differentiate the
instruction. For example, students with hyperactivity disorder might need a wobbly cushion or
fidget to help focus during instruction time. Solutions to assist these students do not need to be
overly complicated. It is not meant to provide more work or stress for the teacher. With the help
of other teachers and professionals, I will be able to accommodate the diverse needs of all
students. Whether it be in the form of small group rotations or collaboration with other teachers,
inclusive classrooms can be beneficial for all involved.
Differentiating in the Inclusive Classroom
Overview: Differentiation by Readiness, Interest and Profile
To differentiate instruction successfully, educators must determine the student’s
readiness, interests, and learning profiles. Carol Tomlinson, a pioneer in differentiating
instruction, created the Tomlinson model where teachers adjust the content, process and products
of a lesson to improve the likelihood of students' engagement and achievement. By using the
student’s readiness, interest, and learning profile the teacher can differentiate the instruction to
meet their needs academically (Tomlinson, 2003). By meeting the student at their academic
level, the teacher can use the student’s readiness to understand the content (Tomlinson, 2003). As
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mentioned above, an inclusive classroom is student-centered. By having a student-centered
classroom, the teacher can utilize the student’s interest and profile to differentiate the content and
guide the instruction (Wong et al., 2022).
Differentiating by Readiness
Every student enters the classroom at a different developmental level. Differentiating by
readiness is an approach that teachers may use to meet the student at their level. When
differentiating by readiness, teachers often employ tiered instruction. Educators collect data
through observations and formative assessments to group their students academically. These
groups are utilized in small group rotations to differentiate instruction. Despite the different tiers,
learning objectives and goals should be the same. The teacher can teach the same content just in
a diverse way based on the needs of the groups. As mentioned earlier, these groups might extend
the content, sharpen skills, or be an exposure to the information.
Differentiation led by student readiness allows the teacher to go beyond the standard and
teach at the student’s academic level. These tiers, while trying to accomplish the same goals,
should also be engaging for the students (Pierce & Adams, 2004). What works for one group
might not work for the next. The teacher should take that into account and create multiple levels
of the content or activity. Even with the same ability grouping, the teacher might have to
differentiate within the group. When meeting the student at their level and readiness, the teacher
can differentiate the content.
Differentiating by Interest
Differentiating by interest is a strategy that allows students to learn new content in a way
that interests them. When differentiating by interest, the teacher considers the individual likes
and dislikes of the students. Not all students learn through the standard way of teaching.
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Differentiating by interest is a fantastic way for students to take their education into their hands.
As mentioned in the video, the teacher can take an assignment such as writing a paper and allow
the student to choose a topic of their interest. The student is still fulfilling all the needs and
requirements of researching a paper, but in a manner that interests them. That is one way to
differentiate a student’s interest.
Crafting a lesson or activity that caters to the student’s interest is helpful to motivate a
student. When students are motivated to complete the assignment, they are more likely to retain
the information. Students interest contribute to a sense of self-determination such as
willingness to challenge and persist (Tomlinson et al., 2003). Allowing the students to learn in a
way that interests them results in a cheerful outlook towards learning. The positive outlook on
learning relates to an increased student productivity, motivation, and a higher degree of student
autonomy. All of this can be achieved by differentiating by student interest.
Differentiating by Profile
Differentiation by profile involves considering the individual students’ learning profile or
preference. Students can work in diverse ways that meet their individual profile. For example,
students may wish to work independently while others may want to work in groups. Some
students may learn kinesthetically while others learn visually. A student learning profile can also
be influenced by gender and culture. By tailoring the instruction to each student’s learning
profile, teachers can craft lessons that are engaging and effective (Tomlinson et al., 2003).
To differentiate by profile, teachers can utilize different learning stations. Students can
rotate through different learning stations to help them learn the content. One station might be a
writing station, another could be fine motor, and a third could be a reading station. Each of the
stations is tiered and catered to meet the academic needs presented by the students while taking
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into consideration the different learning profiles of each student. The student has a choice as to
which station they choose to learn the material from. This allows the student to choose how they
learn and demonstrate the content. It can be time consuming to create the learning stations, but
an effective option is to differentiate instruction.
Assessment Options Chart
D by Readiness A Options
Title/Type Description
1. Exit Tickets Quick check at the end of a lesson to determine if the student has
grasped the concept or not. Exit tickets can be differentiated based on
student need.
2. Observations Observations allow the teacher to formatively assess the student in
their natural environment. Teachers can use these to adapt their
teaching method and the curricula being taught. Observations allow
the teacher an opportunity to collect and adjust as necessary.
3. Student Journals Student journals is a way to collect data on the students based on
what they write. It does not have to be lengthy. Students may draw
or write short responses. It is a way of having the students selfreflect
to show where gaps may lie.
D by Interest A Options
Title/Type Description
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1. Interest Surveys Interest surveys are created to gain knowledge about the student.
The student fills out a quick questionnaire about their likes and
dislikes. This in return helps the teacher gain an insight into their
students. The teacher can use this information to create lessons and
assessments that interest the student.
2. Topic Choice Topic choice allows the student the opportunity to take control of
their assignment. For example, the teacher would provide the
students with a task such as writing a persuasive essay. The student
would be able to graph the essay on any topic of their choosing so
long as the format is persuasive. Students are more likely motivated
when it is a topic of their choosing (Tomlinson et al., 2003).
3. Tic-Tac-Toe
Boards
Tic-Tac-Toe boards provides the student with different options and
tasks pertaining to a topic to complete. The student would choose
three activities to complete to show mastery of the content. Students
do not have to do the tasks in a particular order. This allows the
student to take control over which tasks they would like to complete.
Students can select their preferred method to show proficiency.
D by Profile A Options
Title/Type Description
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1. Learning Centers Learning centers are created to give students the option to choose
their method of learning. The teacher would put out six to eight
learning centers. Each center would have a different task to complete
in a variety of ways. The centers are differentiated based on
academic level and learning profile. Students with disabilities are
exposed to varying methods and multiple ways to show mastery. The
learning centers would meet the needs of all learning styles while
exposing the students to other learning styles. The teacher can
differentiate the centers provided to meet the individual needs of all
students including the ones with disabilities.
2. Learning Profile
Questionnaire
A learning profile questionnaire helps the student and teacher
determine a student’s learning profile. Students answer questions
about their learning profile and what they prefer. The teacher can
also include other questions to gain more knowledge about their
students such as likes and dislikes. Students with disabilities can take
the questionnaire with some adaptations such as including visuals.
Students with disabilities could circle pictures instead of writing out
answers.
3. SeeSaw
assessments
SeeSaw is a way to provide different assessment to individual
students. The teacher would create 3-4 different assessments to
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provide to the students. These assessments would be based on
academic level and learning profile. Students can record themselves
and use visuals all through an interactive assessment created by the
teacher. These assessments are sent to the teacher to review. The
teacher is able to send the assessment back to the student to correct if
needed. Students with disabilities could have the assessments
prerecorded and include the text-to-speech feature.
Conclusion
Inclusive classrooms can be successful when the instruction is differentiated to meet the
students’ needs academically. The teacher must be understanding and supportive of the unique
needs of the students. Inclusive classrooms learn from one another through teachers and students
collaborating with one another. To differentiate the classroom the teacher must consider the
student’s readiness, interests, and profile. In doing so the teacher can create student-centered
lessons and activities to promote engagement and learning. When the activities are
studentcentered it leads to greater motivation. Students can thrive in an environment that is
welcoming and accepting of their unique needs. The similarities and differences of each student
are celebrated in an inclusive classroom. Teachers implement a variety of strategies to promote
learning so that everyone can be successful in the classroom environment.
References
Education Week. (2018, September 11). Differentiating instruction: It’s not as hard as you think
[Video]. YouTube. Retrieved November 11, 2023, from https://www.youtube.com/watch?
v=h7-D3gi2lL8
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Frank, K. L., & Zascavage, V. (n.d.). The Inclusive Classroom – What Does a Principal Need to
Know. OLAC on Line Module.
https://health-education-humanservices.wright.edu/sites/health-education-
humanservices.wright.edu/files/page/attachments/Inclusive-Classroom-Module.pdf
Pierce, R. L., & Adams, C. M. (2004). TIERED LESSONS: One Way to Differentiate
Mathematics Instruction. Gifted Child Today, 27(2), 58-66.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/
scholarlyjournals/tiered-lessons-one-way-differentiate-mathematics/docview/
203257737/se-2
Promoting inclusion in the classroom - school of education. (n.d.). School of Education.
Retrieved November 8, 2023, from
https://drexel.edu/soe/resources/student teaching/advice/Promote-Inclusion-in-the-
Classroom/
Tomlinson, C. A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest.
http://files.eric.ed.gov/fulltext/ED443572.pdf
Tomlinson, C. A. (2003). Fulfilling the Promise of the Differentiated Classroom: Strategies and
Tools for Responsive Teaching.
Tomlinson, C. A., Brighton, C. M., Hertberg, H. L., Callahan, C. M., Moon, T. R., Brimijoin, K.,
Conover, L. A., & Reynolds, T. D. (2003). Differentiating instruction in response to
student readiness, interest, and learning profile in academically diverse classrooms: A
Review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145.
https://doi.org/10.1177/016235320302700203
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Wong, B. S., Chue, K. L., Ali, R. B., & Lee, P. (2022). Differentiated instruction: a comparison
of motivation and perceived competence between students with high and low readiness
levels. Educational Research for Policy and Practice, 22(1), 139–151.
https://doi.org/10.1007/s10671-022-09323-2
