LCT-5002

Djatmika, E. T., & Astutik, P. P. (2023). Learning Profile Mapping for Differentiated Instruction Implementation. Online Submission, 10(7), 51–5
This article describes mapping done by teachers in elementary schools regarding students' backgrounds before they apply differentiated instruction. Mapping students' backgrounds is important, considering that the focus of attention from implementing differentiated instruction is in alignment with student characteristics so as to make learning comfortable and enjoyable. There are several methods and aspects used for mapping student backgrounds. The main thing that is expected from the implementation of differentiated instruction is the suitability of what is learned with what is found in students.

Lohmann, M. J., Hovey, K. A., & Gauvreau, A. N. (2023). Universal Design for Learning (UDL) in Inclusive Preschool Science Classrooms. Journal of Science Education for Students with Disabilities, 26(1).
Science instruction is a critical aspect of early learning. Teachers can support young children's learning about scientific concepts through the use of the Universal Design for Learning (UDL) framework, which is a proactive approach to instructional planning that helps ensure success for all learners. This article offers preschool teachers practical solutions for implementing the UDL framework for science instruction in their classrooms.

Taylor, M. S., Lohmann, M. J., & Kappel, A. (2022). Using Assistive Technology to Support Science Instruction in the Inclusive Elementary Classroom. Journal of Special Education Technology, 37(1), 143–150.
This article presents a hypothetical example of a second-grade teacher and two of his students using Assistive Technology (AT) during an elementary science lesson. It explains the steps a teacher should consider in understanding and embedding AT and it presents a discussion about how future technologies may play into students' access to curriculum.

Weintrop, D., Coenraad, M., Palmer, J., & Franklin, D. (2020). The Teacher Accessibility, Equity, and Content (TEC) Rubric for Evaluating Computing Curricula. ACM Transactions on Computing Education, 20(1).
In response to the growing call to bring the powerful ideas of computer science to all learners, education decision-makers, including teachers and administrators, are tasked with making consequential decisions on what curricula to use. These decision-makers have not been trained in computer science and are unfamiliar with the concepts taught and tools used. This is especially true in K-12 contexts where computer science expertise is less prevalent. To aid in the decision-making process around computing curricula, this article introduces the TEC Rubric. The TEC Rubric is composed of three main categories: Teacher Accessibility, Equity, and Content, and it is designed to support educational decision-makers and designers when it comes to computing instruction.

Williams, M. J. (2023). Teacher Perceptions of Differentiated Instruction in a Standards-Based Grading Middle School. Educational Research: Theory and Practice, 34(1), 129–150.
This article focuses on differentiated instruction, an inclusive teaching strategy incorporating essential skills while individualizing curriculum at current instructional levels. There has been little inquiry into its effect on standards-based grading systems within the middle grades setting. This study was designed to better understand teacher perceptions of differentiated instruction in a standards-based grading in middle school.