Making a Difference

Part 2—Making a Difference
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Meeting diverse learning needs with differentiated instruction
115
Students with 
Disabilities
Contents of this chapter
How a differentiated approach supports students 
with disabilities
Response to instructional supports and interventions
A team approach
Learner pro
fi
les and assessment
Flexible groupings
Flexible and accessible learning resources
Essential instructional components
Duration and intensity of instruction
Cumulative review of important concepts and skills
Guided practice and explicit instruction in transferring knowledge
Language tailored for instruction
Concurrent instruction in foundational skills and higher-order processes
Scaffolding instruction
Modelling
Guided 
practice
Memory prompts and supports
Strategy 
instruction
Graphic 
organizers
Effective supports
Assistive technology
Tool 1: General supports for students with disabilities
Tool 2: Sample academic and instructional supports for students with disabilities

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Part 2—Chapter 8–Students with Disabilities
116
“We need to be clear that diversity is an essential part of the human 
condition and needs to be anticipated and celebrated.”
– Dr. Dave Edyburn, Associate Professor, University of Wisconsin, Milwaukee
D
iversity has become one of the de
fi
ning features of Alberta’s schools. All 
classrooms today include a growing number of students with diverse learning 
needs, including students with disabilities. Ensuring that these students can be 
successful requires teachers to not only understand the unique learning needs 
of individual students but to be willing to plan for and create optimal learning 
opportunities and supports throughout the school day and across subject areas. In 
a diverse classroom, no single method can reach all learners.