Planning for the Inclusive Classroom: Meeting the Needs of Diverse Learners

Abstract

Students with a wide range of academic abilities and behavioral needs are represented in general education classrooms. This article provides practical suggestions for individualizing instruction within a large class to meet the needs of diverse learners. The article describes the Planning Pyramid, a fonnat for planning multilevel lessons; provides special considerations for students with behavior problems; and offers suggestions to support teachers through the use of effective staff development programs. B y the time Steven was three, his parents knew he would need a teacher who would allow him to move around and who would know how to adjust to his learning needs. At seven, Steven was diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD). By third grade, he was on grade level in all academic areas, but Steven rarely followed along with the class during instruction or completed assignments. His teacher sent frequent notes home regarding Steven's misbehavior, and by the end of the year Steven was feigning illness daily to avoid going to school. His mother is very concerned that his fourth-grade year be much better than the previous one. Tanya is a well-behaved, bright child who enjoys reading and arts and crafts. She enjoyed school in first grade and was well liked by her peers. In the beginning of third grade, Tanya's teacher noticed she was having difficulty solving word problems in math. By the end of the year, Tanya had developed a pattern of not participating in class and often looked on to other students' papers instead of working on her own. Her parents were frustrated