This article reviews some ways of differentiating classroom methods for special needs students in Great Britain, including differentiation of content, interests, pace, level, access, response, sequence, structure, teacher time, teaching style, and grouping. The most effective methods of differentiation are felt to be grouping, structure, and…

This article outlines principles of a needs-based approach to the inclusion of students with emotional and behavioral disorders and describes implications for inclusion in three areas: (1) provision of services; (2) curriculum; and (3) behavior management. The article also addresses the responsible limits of inclusion from a needs-based…

Describes the necessity in college developmental algebra classes for an individualized learning approach that caters to remedial students' different needs. The Mediated Learning Model, used at Brevard Community College, integrates the core elements of traditional instruction with interactive multimedia. (VWC)

Proper documentation of strategies and results is crucially important for identifying problems and benchmark successes in the education of special needs students. In this article, the author shares the guidelines he provides to teachers at his school in the hopes of minimizing administrative tasks while ensuring that educators are familiar with…

If teachers of students with behavior disorders are to be more effective, there must be several changes in preservice education. Teachers need training in one predominant theoretical philosophy, in remediation of academic deficits, in competent use of behavior management skills, and in writing individualized education programs. (SM)

Strategies are presented for systematic planning and teacher collaboration for inclusion of students with disabilities in rural general education classrooms. This planning and ongoing support is essential for the student to be a full member of the class rather than just physically present. A case study illustrates the positive effects of such a…