Inclusive Classroom (Differentiation)
I strongly developed creating a differentiated and inclusive classroom by adapting every lesson to those requiring additional support. Depending on the assignment’s level of difficulty, the adaptations and modifications differed. I made other worksheets for those who excelled and simplified them for those who had a bit more difficulty. Before I created a lesson, I would brainstorm how I would reach the abilities of every individual student. At the beginning of the school year, I even spoke to the resource teacher regarding specific students and how I could help them. We would also reconnect regularly to discuss improvements and areas that require additional aid.
Autism:
- Concrete concepts
-Work with a buddy
- Visuals
- Schedule printed out
Visual Impairment:
- Magnifying glass
-Bigger font
- Handouts of work done on the board.
Selective Mutism:
- Speech cards
- Playing games to relieve pressure
- Pair with a buddy
"Let's take a poll, stand up if you have brown hair. Now if you have red. Stand up if you have blonde hair. What about curly hair? Straight hair? "
"As you can see, some of us have hair that is the same, while others have hair that is different. This exercise was to show you that even though we all have hair on our heads, we all have differences from one another. We come from different family backgrounds, values, and cultures. Learning is the same way boys and girls! We all are in school for the same reason, to grow, to succeed and to learn, however, we are all different because each one of us learns in a unique way!"
Down Syndrome:
- Work with aid
- Make simpler activities based on what he or she is learning
ADHD:
- Audiobooks
- "pin" your idea for later
- Breakdown long questions
- Behaviour chart
Lower Ability:
- Easier worksheets
- Less questions
- Questions broken down
- Visuals
- Graphic organizers
"Today you are YOU,
That is TRUER than true.
There is NO ONE alive
who is YOUER than YOU!
- Dr. Seuss
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