Chapter 5: Planning Instruction by Analyzing Classroom and Student Needs
Chapter-At-A-Glance
Instructor’s Overview and Outline
Chapter 5 explains how to make classroom accommodations for students with special needs. Students are
first introduced to a specific strategy for making classroom accommodations called INCLUDE. This
strategy is incorporated into all of the chapters that follow, but is particularly relevant for Chapters 9–12,
which describe in detail an entire range of instructional strategies and adaptations. The chapter also gives
students a structure for analyzing their classrooms in order to carry out the INCLUDE strategy of
identifying classroom demands that students with special needs may or may not be able to meet and then
making accommodations for these students when necessary However, an equally important idea in this
chapter is that teachers who structure their classes effectively can accommodate a range of student
Learning Objectives
Instructor’s Resources
Media Supplements
Methods of grouping students
for instruction
Key Terms & Concepts
o Whole-class or large-group
o Small group
o One-to-one instruction
Activities #9, 10
diversity, often without the need for individualized accommodations The key elements of effective
classroom structure stressed in inclusive classrooms include classroom organization, classroom grouping,
instructional materials, and instructional methods. Students are also introduced to the concepts of
differentiated instruction and universal design.
A. How can the INCLUDE strategy help you make instructional accommodations for students with
special needs?
1. Step 1: Identify classroom demands
a. Classroom management
2. Step 2: Note student learning strengths and needs
a. Academics
3. Step 3: Check for potential areas of student success
4. Step 4: Look for potential problem areas
5. Step 5: Use information to brainstorm ways to differentiate instruction
7. Step 7: Evaluate student progress
B. How is an inclusive classroom managed?
1. Physical organization
3. Classroom climate
5. Use of time
a. Using instructional time
b. Managing transition time
C. How can you group all your students for instruction in inclusive classrooms?
1. Whole-class or large-group instruction
D. How can you evaluate instruction materials for inclusive classrooms?
1. Learning outcomes
2. Textbooks
a. Check the content covered in the text to see whether it stresses “big ideas” rather than
3. Manipulatives and models
4. Technology
E. How can you analyze instructional methods in relation to student needs?
1. Elements of direct instruction
3. Scaffolding
4. Independent student practice
F. Wrapping it up
1. Back to the cases
Learning Objectives
1. Explain instructional accommodations and modifications.
3. Describe key elements of a classroom environment.
5. Explain ways to group students in an inclusive classroom.
6. Explain the benefits of effective classroom materials and instructional methods.
Key Terms and Concepts
Academic learning time
Assistive technology (AT)
Basic skills textbooks
Bypass or compensatory strategies
Critical word factor
Differentiated instruction
Activities and Discussion Questions
1. Ask students to respond to the statement that: when inclusive classrooms are well structured, the
needs of students with diverse needs can be met, often without the need for individualized
accommodations. Use Figure 5.1 Overview of Classroom Environments (page 142): break the
2. Direct instruction is an effective method for many students with special needs. The key components
of direct instruction are described in the chapter. A sample direct instruction lesson is included in the
3. With the increased emphasis on evaluating student performance using authentic assessments has
come the realization that problem solving and other higher-level thinking skills should become a
standard part of the school curriculum. Often, nondirective teaching approaches are used to stimulate
4. Have students use the Guidelines for Evaluating Basic Skills Materials (Professional Edge, pages
154–155) to evaluate a textbook or other curriculum material. Students might work in groups to focus
5. A “considerate” content-area textbook is one that is readable by students. Readability formulas such
are often recommended to teachers as one way of telling whether a text is too difficult for a student.
6. Have students generate examples of “sponges” they have used or have observed teachers using.
7. If your students have opportunities to visit schools, ask them to identify procedures and routines they
have observed. You might focus on one or two procedures to start the discussion (e.g., pencil
sharpening, restroom) and then ask students to identify other procedures that are used. Similarly, ask
students to share the routines they observe in their classrooms. If students are not in schools while
taking your class, ask them to think about procedures used in the college classes or those they
remember from their own elementary and secondary classes. What is the advantage of using
procedures and rules?
9. The INCLUDE Strategy: introduce the steps of the strategy and have students begin work with Step 1
(see Appendix). Have students draw layouts of classrooms typical for age, grade, or content areas
10. According to Kauffman (2011) grouping is effective because it makes effective instruction
possible; grouping in and of itself is not a means of improving education. Ask students to
explain what Kauffman means by this statement. Then, have them create a chart with the
headings “Whole–Group”, “Small Group”, and “One–to–One” and generate examples of
appropriate uses of each.
Web Links
Instructor Resources
Web Based Resources
Additional Readings
Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all students. Preventing
School Failure, 51(3), 49–54.
Case, R. E., Ndura, E., & Righettini, M. (2005). Balancing linguistic and social needs: Evaluating texts
using a critical language approach. Journal of Adolescent and Adult Literacy, 48, 374–391.
Cummings, E. O. (2011). Assistive and adaptive technology resources. Knowledge Quest, 39(3), 70–73.
Fry, E. (2002). Readability versus leveling. Reading Teacher, 56, 286–291.
Furtak, E.M., Seidel, T., Iverson, H. & Briggs, D.C. (2012). Experimental and Quasi-experimental
Studeies of Inquiry-Based Science Teaching: A Meat-Analysis. Review of Educational Research,
82(3), 300-329.
Lemov, D. (2010). Teach like a champion: 49 techniques that put students on the path to college. San
Francisco: Jossey-Bass.
Milkie, M. A., & Warner, C. H. (2011). Classroom learning environments and the mental health of first
grade children. Journal of Health and Social Behavior, 52, 4–22.
Oakland, T., & Lane, H. B. (2004). Language, reading, and readability formulas: Implications for
developing and adapting texts. International Journal of Testing, 4, 239–252.
Østensjø, S., Carlberg, E. B., & Vøllestad, N. (2005). The use and impact of assistive devices and other