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Dynamic duo: using formative assessment and differentiated instruction to foster inclusion for students with disabilities
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Saponara-Adams, Christine. Dynamic duo: using formative assessment and differentiated instruction to foster inclusion for students with disabilities. Retrieved from https://doi.org/doi:10.7282/t3-639j-ds13

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TitleDynamic duo: using formative assessment and differentiated instruction to foster inclusion for students with disabilities
NameSaponara-Adams, Christine (author); MeGeehan, Anne (chair); Rutgers University; Camden Graduate School
Date Created2020
Other Date2020-05 (degree)
SubjectFormative assessment, Students with disabilities -- Education (Primary), Liberal Studies
Extent1 online resource (iii, 38 pages)
DescriptionIn the United States today, students with disabilities are spending more time in the general education classroom than ever before (NCES, 2019). Consequently, educators need to efficiently and accurately address the challenges of more diverse learning styles and learning needs. Knowing this, general education teachers need to quickly discern if the instruction they are providing to their students with special needs is effective or not. Efficient ways to assess whether or not students with disabilities are learning the concepts being taught in the classroom is an area that requires further research.

In this paper, I will discuss how formative assessment and differentiated instruction can help support inclusion for students with disabilities by providing teachers with tools to determine student progress and to adjust instructional techniques or concepts in real time. I will provide an overview of various formative assessment and differentiated instruction techniques, and I will explain how these strategieswhen coupled with ongoing, appropriate continuing education and professional developmentcan benefit the general education teacher. Formative assessment paired with differentiated instruction can help teachers ensure all their students are engaged in purposeful learning and can ultimately preserve the inclusive environment for students with disabilities.
NoteM.A.
NoteIncludes bibliographical references
Genretheses, ETD graduate
Persistent URLhttps://doi.org/doi:10.7282/t3-639j-ds13
LanguageEnglish
CollectionCamden Graduate School Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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