Differentiating for Diverse Learners - Hayley Collins

Differentiating for Diverse Learners

Hayley Collins

       Differentiation has become a vital element to creating fully inclusive classrooms that cater to the needs of all types of learners. Three types of learners that are likely to be in my future classroom are gifted and talented learners, special need learners, and learners from low socio-economic backgrounds. There are multiple ways to differentiate and accommodate for these learners to ensure they receive an inclusive educational experience.
     Gifted and talented learners are far too often overlooked within the classroom. When these students are noticed, the modifications and strategies used aren’t always the best for the student and their education. There are a variety of ways to ensure that a gifted student receives instruction that can benefit them significantly. The article “What it Means to Teach Gifted Learners Well” addresses some of the ways to accommodate for these students. For example, having a gifted student apply a real-world conflict to an in class problem to promote critical thinking is a successful strategy. Appropriate instruction for these students is often presented a higher level of difficulty and at a pace that is more suited for that individual student. Simply asking a gifted student to do more of the same work at a quicker pace has shown a decrease in student interest in the subject and can lead to behavioral problems in the classroom. Ensuring that a gifted student has a way to expand on their understanding by thinking critically and creatively is the best way to provide differentiated instruction for these students.

Research has shown that the best place for a student with special needs to learn is in the general education classroom. Providing inclusive instruction for these students has shown not only a development academically, but socially as well. The article “Special Education: A Service, Not a Sentence” states that when students with special needs are placed in an inclusive classroom setting that it allows everyone in the classroom to learn about diversity. Differentiating for these students can involve even small changes to the overall classroom environment. If a student is known to work well in groups, the educator is likely to utilize more group-based assignments and activities. Technology is also available as a service for many students with special educational needs. There are programs that allow students who struggle with speech to communicate verbally by typing and a voice speaking. It is important to remember that just because a student has special needs doesn’t mean they are incapable of thriving within a general education classroom if provided with the right accommodations and services. 

Meeting the needs of a student from a low socio-economic background is often quite different from meeting the needs of other diverse learners. According to the article “Students Facing Poverty” students from low-income households are the most likely to have developmental issues, fall behind in school, score low on tests, and drop-out before graduation. In many places, schools have provided a free or reduced lunch to students from low-income households to help ensure they’ve eaten for the day. Providing basic needs is often what these students need the most. However, it is also important to help improve overall student motivation and effort. Students from low socio-economic backgrounds often lack the parental support that other students may receive. Therefore, providing extra support for these students can be beneficial to their academic achievement. 

All in all, differentiation and inclusive classrooms go hand-in-hand. Regardless of where you teach and what grade level you teach, you will have diverse learners in your classroom and it will be your responsibility to ensure they receive the best educational experience possible.

Resources: 

Schwarz, P. (2007). Special Education: A Service, Not a Sentence. Improving Instruction for Students with Learning Needs, February 2007.

Suitts, S. (2016). Students Facing Poverty the New Majority. Educational Leadership, November(2016).

What it Means to Teach Gifted Learners Well. (n.d.). Retrieved April 09, 2018, from https://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well