Teachers should work to align instruction with the varying needs that are represented in the inclusive classroom, specifically for students with disabilities. Differentiated instruction and Universal Design for Learning (UDL) strategies can be used to effectively meet the needs of students with disabilities in the inclusive classroom.
Allocate at least 2 hours in an inclusive K-12 classroom that includes students with disabilities for this field experience.
Observe the differentiated instruction strategies and accommodations (both with instruction and assessment) that the teacher uses in the classroom.
Discuss the following questions with your mentor teacher:
- What are the different types of needs in the classroom? (e.g., students with language needs, students on 504 Plans, students with IEPs)
- What is the percentage of students who have been identified as having a disability or exception?
- How do you plan and prepare units, lessons, and assessments?
- What types of differentiated instruction and/or UDL strategies do you use during instruction and assessment? How do you ensure these are aligned to instructional standards and appropriate for students?
- What types of accommodations are provided? Who provides them?
- How do you collaborate with the special education teacher and any other teachers/professionals to support the students with disabilities or exceptions?
- How do you provide assessment feedback? Do you use any feedback strategies to engage students and/or motivate learning?
- Did you feel prepared to work with students with disabilities at the beginning of your career? How do you feel now? What kinds of preparation or education did you receive to work with students with disabilities? Do you feel that you have had enough preparation and education to work with students with disabilities?
- What other types of support do you feel one should gain or be provided in order to work with students with disabilities?
Following your discussion, share the “COE Lesson Plan Template” with your mentor teacher. Discuss the sections “Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression,” and how they can be differentiated to meet the needs of all students.
Spend any remaining field experience hours observing or assisting the teacher in providing instruction and support to the class.
Write a 250-500 word reflection summarizing the differentiated instructional strategies and accommodations that were observed and discussed in the interview. Describe the students in the mentor teacher’s classroom and how the teacher prepares instruction and assessment for these students. Include discussion of the teacher’s collaboration strategies and preparedness for working with students with disabilities. Explain how you will apply this information in your future professional practice when working with students with disabilities.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
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6Topic 3 DQ 1Topic 3 DQ 2Clinical Field Experience B: Differentiation and Technology in the ClassroomDesigning Differentiated Instruction to Meet Specific NeedsTopic 3 ParticipationT
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13Designing Differentiated Instruction to Meet Specific NeedsTopic 4 DQ 1Topic 4 DQ 2Clinical Field Experience C: Implementing Differentiated ActivitiesDifferentiating AssessmentsTopic 4 ParticipationT
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20Topic 5 DQ 1Topic 5 DQ 2Benchmark – Differentiation with Technology Lesson PlanTopic 5 ParticipationT
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27Topic 6 DQ 1Topic 6 DQ 2Clinical Field Experience Verification Form
SOLUTION
Reflection on Differentiated Instruction and Accommodations
During my observation in the inclusive classroom, I noted that the teacher worked intentionally to align instruction with the diverse needs of students, including those with Individualized Education Programs (IEPs), 504 Plans, and language-related needs. Approximately 20% of the students had documented disabilities or learning exceptions, with the most common being ADHD, speech and language delays, and mild learning disabilities.
The teacher prepared lessons by starting with the district’s instructional standards and then adapting them through differentiated instruction and Universal Design for Learning (UDL) strategies. For example, during a reading lesson, students were given choices in how they engaged with the text: some used digital text-to-speech tools, others read independently, while struggling readers worked in small guided groups. This reflected the UDL principle of Multiple Means of Representation, allowing students to access content in varied ways. Assessments were similarly flexible; students could demonstrate understanding through written responses, oral presentations, or visual projects, aligning with Multiple Means of Expression.
Accommodations were provided consistently. For instance, extended time on assessments, preferential seating, and graphic organizers were used for students with specific needs. These accommodations were supported not only by the classroom teacher but also by the special education teacher, who collaborated regularly to modify lessons. The mentor teacher described this collaboration as critical, emphasizing weekly planning meetings and open communication about student progress.
Feedback was personalized and timely. The teacher often used “two stars and a wish,” highlighting two strengths and one area for improvement, which motivated students and provided clear direction. This strategy encouraged engagement and supported the UDL focus on Multiple Means of Engagement by keeping students invested in their own learning growth.
When reflecting on preparedness, the mentor teacher acknowledged feeling underprepared at the beginning of their career, but noted that ongoing professional development and collaboration with special educators built confidence over time. They stressed the importance of continuous learning and seeking mentorship when working with students with disabilities.
This experience provided valuable insight into how differentiated strategies and UDL can create equitable opportunities for all learners. In my future practice, I will intentionally design lessons with flexibility in mind, using technology, collaborative planning, and varied assessment methods to meet students where they are. I will also prioritize ongoing collaboration with colleagues to ensure that instruction and accommodations are not only appropriate but also empowering for students with disabilities.
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