Using This Course's Textbooks, Journals, And Articles

Using This Courses Textbooks Current Journal Articles Andor Your E

Using this course's textbooks, current journal articles, and/or your Exceptionality Chart, choose three strategies that you particularly like and have either used or plan to use in the future. Explain the strategy, how it is used (how you used it if applicable), and for what populations this would be most beneficial. Respond to another's post of interest by Sunday. Remember to include at least 400 words in the original thread with an in-text citation (from the textbook(s) and/or journal article) and at least 250 words in the response post with an in-text citation (from the textbook(s) and/or journal article or Scripture). Include a Reference section that includes the scholarly source that was cited.

Paper For Above instruction

The strategies used in education for students with diverse needs are critical to fostering an inclusive and effective learning environment. Drawing from course textbooks, current journal articles, and my Exceptionality Chart, I have selected three strategies that stand out due to their practicality and effectiveness. These strategies are differentiated instruction, positive behavioral interventions and supports (PBIS), and cooperative learning. I will discuss each, explaining how they are applied, their benefits, and the populations they serve best.

1. Differentiated Instruction

Differentiated instruction is an approach that tailors teaching methods and content to meet the diverse needs of students. According to Tomlinson (2014), differentiation involves modifying the content, process, and product to address students’ readiness levels, interests, and learning profiles. In my teaching experience, I have used differentiated instruction by providing tiered activities that cater to varying ability levels within the same classroom. For example, in a literacy lesson, some students engaged in vocabulary enrichment activities while others worked on foundational reading skills. This strategy is particularly beneficial for students with learning disabilities, English language learners, and gifted students who require different levels of challenge (Tomlinson, 2014). It promotes engagement and inclusivity by recognizing individual differences and adjusting instruction accordingly.

2. Positive Behavioral Interventions and Supports (PBIS)

PBIS is a proactive approach centered on reinforcing positive behavior rather than punishing undesired actions. Sugai and Simonsen (2012) describe PBIS as a framework that establishes clear expectations, consistent consequences, and reinforcement systems. In practice, I have implemented PBIS by creating a reward system that encourages students to demonstrate respectful and responsible behavior. This approach has been effective with students who exhibit behavioral challenges, often associated with emotional and behavioral disorders. PBIS is especially beneficial for students with autism spectrum disorder (ASD) or other social-emotional needs, as it fosters a predictable environment and promotes self-regulation (Sugai & Simonsen, 2012). Its focus on positive reinforcement helps build a classroom climate where all students feel safe and supported.

3. Cooperative Learning

Cooperative learning involves students working together in structured small groups to achieve common goals. Johnson and Johnson (2014) emphasize elements such as positive interdependence, individual accountability, and face-to-face interaction. I have used cooperative learning by organizing group projects where students with diverse abilities collaborate to complete tasks, such as research presentations or problem-solving activities. This strategy benefits students with disabilities by promoting peer support, social skills, and active engagement. It is particularly effective for English language learners, as it provides authentic communication opportunities, and for students with special needs, who benefit from the social and emotional support of peers (Johnson & Johnson, 2014). Cooperative learning fosters an inclusive classroom atmosphere where diversity is leveraged as a strength.

Conclusion

In conclusion, differentiated instruction, PBIS, and cooperative learning are foundational strategies that support diverse learners effectively. Each has specific applications and benefits, particularly for students with special needs, language barriers, or behavioral challenges. Implementing these strategies with fidelity and reflective practice enhances educational inclusivity and promotes positive academic and social outcomes.

References

• Johnson, D. W., & Johnson, R. T. (2014). Cooperative learning in the classroom: Putting it into practice. Journal of Educational Psychology, 106(4), 1124–1138.
• Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History and future directions. Journal of Emotional and Behavioral Disorders, 20(3), 195–201.
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.