LanguageTerm (authority = ISO 639-3:2007); (type = text)
English
Abstract (type = abstract)
In 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 strategieswhen coupled with ongoing, appropriate continuing education and professional developmentcan 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.
Subject (authority = local)
Topic
Formative assessment
Subject (authority = LCSH)
Topic
Students with disabilities -- Education (Primary)
Subject (authority = RUETD)
Topic
Liberal Studies
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_10955
PhysicalDescription
Form (authority = gmd)
InternetMediaType
application/pdf
InternetMediaType
text/xml
Note
Supplementary File: CSaponara-Adams Capstone Research Project Concept Map From Page 19
Extent
1 online resource (iii, 38 pages)
Note (type = degree)
M.A.
Note (type = bibliography)
Includes bibliographical references
RelatedItem (type = host)
TitleInfo
Title
Camden Graduate School Electronic Theses and Dissertations
Identifier (type = local)
rucore10005600001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.