Differentiated teaching-learning-assessment of students with disabilities in mainstream education

Luciana Pădeanu

doi:10.56663/rop.v12i1.64

Authors

Luciana Pădeanu Center for Resources and Educational Assistance "Speranta" Timișoara

DOI:

https://doi.org/10.56663/rop.v12i1.64

Keywords:

students with disabilities, differentiated instruction, co-teaching, differentiated assessments, integration

Abstract

The purpose of this article is to explore ways in which appropriate and personalized education can be provided to students with disabilities in a mainstream education context, taking into account the different needs and abilities of these students, adapting instruction and assessment. It is important to provide additional support to ensure their inclusion and success in the learning process, developing effective strategies to differentiate the instructional-educational process for students with disabilities integrated into mainstream education. These strategies should focus on individually addressing the specific needs of each student, thereby ensuring that they receive the support and resources necessary to achieve success in the classroom.

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