By Karen S. Voytecki, Ph.D.
2001 CEC Clarissa Hug Teacher of the Year
Assistant Professor, East Carolina University
Originally posted Oct. 29, 2007
In addition to being able to communicate and collaborate with other professionals (i.e., general education teachers, special educators, paraprofessionals, speech/language pathologists, etc.), it is essential to focus on the instructional component that equates to success for students with exceptionalities who are included in general education classrooms. Although there are numerous factors that must be taken into account when designing instruction for today's students (i.e., students' background knowledge, current skill levels, interest, content's relevance to their lives, etc.), each lesson must be differentiated to meet the needs of the diverse students that compose the classes of our schools.