D018 LEADING INCLUSIVE SCHOOLS TASK 4 2025/2026 SERIES PASSED WESTERN GOVERNORS UNIVERSITY

Differentiated instruction is an instructional goal whereby teachers aim to
provide instructional content in various ways to meet the needs of multiple types of
learners within in a classroom. The goal of differentiated instruction is to allow
every student to learn, based upon learning in the way that most resonates with
them. This can be handled by the instructor in countless different ways, but
generally requires the teacher to build activities that target individual needs.
Examples include demonstrating the content of a standard in a kinesthetic way to
appeal to kinesthetic learners or having the students find ways to act out the
standard to teach those who best learn in a kinesthetic way. Other examples would
include making small groups of students who are carefully selected based on ability
groups. After placing students in groups, these students can then be told to
collaborate to create a resolution to a problem or work together to find parallels to a
standard with real-life implications. This assignment would target students who
work best in collaborative groups and those who can learn best through undertaking
roles or auditory learners.
Universal design learning is a method of instruction that allows flexibility for the
students to learn in a way that best suits their needs. This type allows students to
choose a method of learning for a given standard. It requires the teacher to present
learning opportunities in a variety of ways. Universal design learning may look
different from classroom to classroom to classroom, and certainly different from
subject to subject. For example, a history class may allow for three types of learners
to choose how they want to learn about a given passage. One option may be to
use headphones with a laptop to listen to a passage being read aloud to them using
text-to-speech software. Another option in the class may be to allow students to
silently read a passage to themselves. Finally, another area of the classroom may
be used to allow students to take turns reading a passage to each other.
Multi-tiered systems of support is an instructional practice that provides
support for varying levels of students to help ensure every student can succeed in
the learning process. Typically this system takes place utilizing a three-tiered system.
Data is used, analyzed, and reanalyzed throughout a given timeframe to indicate
which students would be placed in each tier of the system. Using data, preferably
from various sources such as standardized tests, screeners, and teacher
recommendations, students would be categorized as needing tier 1, tier 2, or tier 3
instruction.
2.
Students in a gifted and talented program typically encounter several
obstacles. One issue gifted students tend have in school is their drive towards
perfectionism. “Problems arise, [however,] when a gifted child starts to rely on his
status as the “smart kid” to support his self-esteem and self-image.” (Shenfield)
The drive towards being “perfect” can negatively impact a child’s self-esteem when
accomplishing tasks in school, taking quizzes, or performing on standardized tests.
In addition to striving for perfection, gifted students frequently experience boredom
in their classes, even with the addition of additional services. (Shenfield) Students
labeled as gifted tend to accomplish their tasks faster than those around them and
consequently can have discipline problems due to the lack of challenges in their
content area classes. Lastly, gifted students typically have problems with organization
lOMoAR cPSD|42147428
4
due to many competing interests competing for their attention. (Shenfield)
Students who are homeless also can encounter difÏculties in their school
setting. One of the greatest causes for difÏculty is the issue that homeless students