Click on the following links. Please note these will open in a new window.

Article 1: Scott, B. J., Vitale, M. R., & Masten, W. G. (1998). Implementing instructional adaptations for students with disabilities in inclusive classrooms: A literature review. Remedial and Special Education, 19(2), 106–119. http://doi.org/10.1177/074193259801900205

Learning Objective: What is the ADAPT framework?

How does the article support the Learning Objective? This article will help students understand instructional adaptations by evaluating their effectiveness, barriers and factors to successful implementation, and teacher acceptability.

Summary: This article reviews previous literature studying the use and practicality, as perceived by educators, as well as implications of implementing instructional adaptations for students with disabilities in general education settings. Findings include teacher acceptability, barriers to successful implementation, and trends in usage of adaptation practices.

Critical Thinking Questions:

1. What type of procedure(s) can be implemented during team/co-teacher meetings to support the development of the ADAPT framework?

2. How can inclusive educators ensure that accommodations do not bring unnecessary attention to students with learning disabilities?

Learning Objective: How can instructional-grouping practices promote effective instruction?

How does the article support the Learning Objective? This article will help students understand instructional grouping for students with LD in inclusive reading settings by providing suggestions for practices that may enhance learning for within each of the grouping paradigms.

Summary: This article provides an overview of different grouping strategies for students with learning disabilities within inclusive reading classrooms. Implications for utility are discussed in relation to literature reviews for each grouping practice.

Critical Thinking Questions:

1. Which of the grouping practices from this article would be the most practical to implement? Why?

2. How can a balance of multiple grouping practices be achieved throughout a given week of reading instruction?

Article 3: McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006). Universal Design and its applications in educational environments. Remedial and Special Education, 27(3), 166–175. http://doi.org/10.1177/07419325060270030501

Learning Objective: What is Universal Design for Learning (UDL)?

How does the article support the Learning Objective? This article will help students develop a deeper understanding of UDL through building knowledge of the principles and applications.

Summary: This article provides a background of the Universal Design framework, its key principles, and its applications to various educational environments.

Critical Thinking Questions:

1. What do you think the authors of this article mean when they state: “[Universal Design] can foster the movement of the field beyond the notion of inclusion as a place” (p. 172)?

2. In what ways can students without disabilities benefit from UDL practices?