Differentiated Instruction for the Inclusive Classroom

Course Code:

Credit Hours:

Effective beginning:



Course Description:
This course focuses on preparing pre-service teachers for the inclusive classroom setting. Emphasis will be placed on differentiating instruction to effectively meet the academic needs of students in the inclusive classroom. This course requires a field placement.


Course Details


Stephanie Walters



Required textbooks/ course materials:

No textbook or course materials are required to purchase for this course.

A copy of the following documents downloaded from

Guide to FSA and FSA 2.0 Accommodations for Students with Disabilities Accommodations: Assisting Students with Disabilities



Assignment/course outline:

See your Instructor First Day Handout for individual instructor assignment schedule.


Discipline-level learning outcomes:

E – 1   Designs and plans effective instructional lessons.

E – 2   Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.

E – 3   Delivers and facilitates effective instruction.

E – 4   Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.

E – 5   Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning

E – 6   Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.


Course-level learning outcomes:

Course-level student learning outcomesDiscipline-level learning outcomesAssessment methods

Define and describe key elements for differentiated instruction.

Identify and explain learning styles and how to apply learning styles to students in the inclusive setting.

Gain experience by completing a field placement in an inclusion classroom and develop a field journal to include assignments.

Plan with supervising teacher to teach a lesson within the inclusive classroom incorporating necessary supports, a hands-on activity, higher order questions, and assistive technology (if needed).

Define and apply the principles of multiple intelligences to the diverse learner.

Demonstrate various approaches to cooperative learning groups for the inclusive classroom.

Participate in open discussions about state and federal mandates regarding inclusion.

Collaborate with classmates as a team to development a “mock” individualized education plan using a case study.

Design activities and learning centers for diverse learners in the inclusive classroom.

Identify positive behavior supports (PBS) and collaboration strategies in working with students and parents in an inclusive setting.

Discuss current trends and issues regarding response to intervention model (RTI). 


1.1, 1.2

1.2, 1.6




Class Participation, Task CC8C

Class Participation, Field Placement Log, Task CC10C

Field Placement Log, Task CC10C

Class Participation, In-Class Activity

Class Participation, M.A.

Class Participation, In-Class Activity, M.A.

In-Class Activity, (Make & Take), M.A.

In-Class Activity

Attend PD on Behavior Management / PBS

Class Participation, Task CC8C



Means of accomplishing learning outcomes:

See first-day handout.


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Download Syllabus


College-wide policies and resources

For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.

Policies & Resources