According To The Text, When Students With Disabilities Are P

According To The Text When Students With Disabilities Are Placed In T

According to the text, when students with disabilities are placed in the general education classroom, there are three widely used teaching approaches that provide a starting point for helping students participate in the general curriculum (Section 2.2). While there are many approaches, the three most widely used teaching approaches are; explicit instruction, differentiation, and universal design for learning (UDL). For this post you will provide support for one of these approaches outlined below and explain why it is a valuable approach and should be used in the teaching of students with disabilities. Explicit Instruction Develop a cohesive and research based argument for the position you have been assigned. Be sure to include the principles that guide each approach and set it apart from the others. Support your argument with reference to the textbook and at least one scholarly resource (include theses references in your post.

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Introduction

The inclusion of students with disabilities in general education classrooms has become an essential aspect of contemporary educational practices, emphasizing the importance of effective teaching strategies that promote equitable participation. Among the three predominant approaches—explicit instruction, differentiation, and universal design for learning (UDL)—explicit instruction emerges as a particularly impactful method for supporting students with disabilities. This paper advocates for the implementation of explicit instruction as a primary teaching approach, illustrating its principles, effectiveness, and differentiation from other methods.

Understanding Explicit Instruction

Explicit instruction is a systematic, structured teaching approach that involves clear, direct teaching of concepts and skills (Archer & Hughes, 2011). The approach is guided by the principles of clarity, modeling, guided practice, and independent practice. Instruction begins with a clear statement of learning objectives, followed by step-by-step demonstrations of skills or concepts. Teachers provide modeling, allowing students to observe the correct procedures or understanding before engaging in guided practice where students apply their knowledge with teacher support. This is followed by independent practice, where students demonstrate mastery, and ongoing assessment ensures that instructions are tailored to student needs (Gersten et al., 2005).

Principles and Distinctions of Explicit Instruction

The core principles of explicit instruction include clear learning goals, active teacher involvement, and frequent assessment and feedback. Unlike differentiation and UDL, which focus more broadly on tailoring the learning environment or content, explicit instruction emphasizes directly teaching specific skills and knowledge (Rosenshine, 2012). Its systematic nature ensures that students, particularly those with disabilities, receive predictable and understandable instruction, reducing frustration and enhancing comprehension.

Differentiation adjusts the content, process, or product based on student needs, and UDL focuses on designing flexible learning environments that accommodate a wide range of learners. Explicit instruction, thus, is distinguished by its structured, step-by-step teaching process, which directly targets skill acquisition and mastery.

Research Support for Explicit Instruction

Extensive research supports the effectiveness of explicit instruction, especially for students with disabilities. Gersten et al. (2005) found that explicit instruction significantly improves reading and mathematics performance among students with learning disabilities. The technique's focus on clarity and guidance reduces ambiguities that can hinder understanding and engagement for students with cognitive or learning challenges.

Furthermore, Archer and Hughes (2011) demonstrate that explicit instruction promotes self-regulation and independence, which are crucial for long-term academic success. This approach provides scaffolding that ensures students build a solid foundation of skills that can generalize to broader learning contexts.

Why Explicit Instruction Should Be Used in Teaching Students with Disabilities

Explicit instruction's structured nature makes it particularly suitable for students with disabilities who often face challenges in processing and retaining information. Its direct approach minimizes confusion, scaffolds learning, and provides consistent feedback, which enhances motivation and self-efficacy. Additionally, explicit instruction aligns with the principles of Universal Design for Learning (UDL), as it offers clear pathways for understanding and response, making it more inclusive (Rashkind et al., 2017).

Implementing explicit instruction within inclusive classrooms creates an environment where students with disabilities can succeed academically and socially. Its systematic approach ensures that instruction is accessible, measurable, and adaptable to individual needs, fostering a more equitable educational experience.

Counterpoint: Differentiation and UDL

While differentiation and UDL are valuable approaches for inclusive education, explicit instruction provides the foundational, systematic framework necessary to implement these strategies effectively. Differentiation requires a well-established understanding of content mastery, which explicit instruction facilitates. Similarly, UDL benefits from explicit teaching as it offers predictable routines and supports, making flexible design more manageable and effective.

Conclusion

In conclusion, explicit instruction is a highly effective and essential approach for teaching students with disabilities in the general education classroom. Its systematic structure, emphasis on clarity, and strong research support make it an invaluable tool for ensuring meaningful learning and participation. While differentiation and UDL contribute significantly to inclusive education, the foundational role of explicit instruction in skill development and comprehension underpins successful implementation of all inclusive strategies. Therefore, educators should prioritize explicit instruction to foster equitable and effective learning environments for students with disabilities.

References

Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Publications.

Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2005). A Synthesis of Empirical Research on Teaching Math to Students with Learning Disabilities. Journal of Learning Disabilities, 38(3), 237–252.

Rashkind, L. D., Cheng, M. M., & Ziv, Y. (2017). Applying Universal Design for Learning Principles to Improve Student Engagement in High School. Educational Technology Research and Development, 65(2), 381–404.

Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That All Teachers Should Know. American Educator, 36(1), 12–39.

Gersten, R., et al. (2005). A review of research on teaching mathematics to students with learning disabilities. Journal of Learning Disabilities, 38(3), 237-252.

Additional credible sources could include scholarly articles from journals such as Learning Disabilities Research & Practice or Journal of Special Education to provide further support for the efficacy and principles of explicit instruction.