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Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers to meet the needs of all students by teaching the skills needed to make appropriate lesson adaptations, accommodations, and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers resulting in six distinct themes and recommendations for teacher education programs.


Originally published in the Journal of Teacher Education, 46 (1), 53-70.

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