CT-7300

Villa, R. A., Ishaq, E., Hanreddy, A., Martinez, T., Marcuso, C., Hollenbacher, M., Santana, S., Brown, S., Thousand, J. S., Potter, K., Browner, C., Jones, K., Swan, J., Sakoian, M., Donahue, K., Gerhard, S., Pleis, B., ... Celluci, N. (Academics). (2007). Differentiating instruction [Video file]. SAGE Knowledge.
In these short video clips, instructional strategies are presented by teachers who have used differentiated instruction for creating inclusive classrooms. In Chapter 1 (8 minutes), “Why Differentiation of Instruction Now?”, you will hear about how differentiation of instruction seeks to meet all learners' needs. Chapter 5 (5 minutes), “Gathering Facts About the Learners”, focuses on considerations that must be considered when identifying learner needs, and in Chapter 8 (21 minutes), “Differentiating the Instructional Process”, implementation is discussed.

Sisk, D. A. (2018). Differentiation: Using teaching strategies that facilitate learning in the inclusive classroom. In J. R. O’Connor (Ed.), Cultivating inclusive practices in contemporary k-12 education (pp. 43-65). Information Science Reference.
This chapter presents ways teachers can differentiate instructional activities for students with varying needs to advance an inclusive classroom.

Samuels, A. J. (2018). Exploring culturally responsive pedagogy: Teachers’ perspectives on fostering equitable and inclusive classrooms. STRATE Journal, 27(1), 22-30.
In this article, Samuels explores how to promote engagement among students by having teachers introduce diversity and cultural responsiveness into the classroom. Samuels discusses teaching strategies and tools to be used in creating inclusive and culturally responsive classrooms. She does this in response to a qualitative study she conducted with K-12 teachers from a low-socioeconomic community who attended an in-service program on culturally responsive teaching.

Murawski, W. (Academic). (2018). Inclusive education [Video file]. SAGE Knowledge.
In this 15-minute video, Dr. Murawski discusses inclusive education focusing on implementation and the challenges that come with it.

Donnelly, A., Holland, E., Clasborn, A. K. M. T., Lunney, E., Higgins, J., Gormley, L., Harford, L., & McElvaney, M. (2019). Inspiring inclusion in your classroom and beyond. International Journal of Teacher Leadership, 10(2), 28-55.
This article covers many examples of inclusive practices and applications for Universal Design for Learning (UDL). Differentiation is also discussed. Scaffolding and social constructivism are also examined in relation to inclusive classrooms.

Wells, A. S. (2020). Racial, ethnic, and cultural diversity across k-12 and higher education sectors: Challenges and opportunities for cross-sector learning. Change: The Magazine of Higher Learning, 52(2), 56-61.
This article discusses the inter-connectedness of higher education and K-12 education as issues of diversity that must be addressed amid a changing demographic in many schools. K-12 schools have applied learning theory to address issues related to curriculum, teaching, and creating a culture of learning for all students. Higher education has thus far primarily addressed the legal aspects of diversity. Wells argues that higher education and K-12 should work together and share strategies to address issues of diversity.