1. Inclusion
Services and programs exist for a variety of differential learning needs, but there are also needs to
be inclusive and provide some mainstream flexibility for students dealing with differences including:
A diverse classroom - Cultural and linguistic differences
Learning about other cultures and providing ESL support are the key to helping new migrant
students. If the teacher knows about the cultural customs of the student, they can better help the
student adapt and meet their needs based on an understanding of what the student will have
experienced. Also, teachers should adapt activity instructions so that they are written in more
simple language or should be visual for those whose language is not English.
Gifted Students
- Gifted – show advancement in all areas
- Talented – are particularly talented in specific area
- Creative – generate new ideas and novel creations
Activities can be made more challenging for these students by adding extra task or providing less
background knowledge, which the student must research themselves.
However, there are programs for gifted individuals including:
- Extension – expansion of knowledge and skills
- Enrichment – broadens the range of experience
- Acceleration – allow study with an older cohort
Disabled Students
- Autism
- Asperger's Syndrome
- Cerebral palsy or other physical issues (including dyspraxia)
- Audio, visual or memories deficiencies
- Mental health issues (including depression, anxiety, eating disorders and OCD)
- Dyslexia and dyscalculia
- Attention deficient disorder
For student with disabilities, it is important to focus on what students can do. For example, disabled
children tend to be particularly good at something in the arts. An independent learning plan may be
required, but depending on the level of disability, these students are often left in regular classrooms
and are provided an aid,

2. The goal is to create an inclusive classroom that meets the diverse needs of all students.
Independent learning plans and flexible assessment may be needed to achieve inclusion, but it is
possible.
Adaptations:
Accommodation – altering the task
Modification – altering grading of the task
Changes:
- Content – what the student need to know
o Differentiate resources/skills
o Audio/visual support
o Highlight vocab
o Make charts or models
o Provide mentors
- Process – change the teaching
o pace, activities, choice etc.
- Product – change the assessment
Sample Adaptations:
- Quantity of work
- Time given to complete the work
- Support given the student
- Input and resources given
- Expectations for the finished product or assessment
- Difficulty