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This guide provides conceptual as well as practical information for meeting the needs of all learners in heterogeneous classrooms. The first six sections discuss the growing heterogeneity in today's classrooms, the rationale for differentiated teaching and learning, the changing roles of teachers and students, the importance of creating classroom communities that nurture diversity, helpful ideas for organizing a classroom in which differentiated teaching and learning is practiced, and a step-by-step process for differentiation. The seventh section provides many examples of how to differentiate teaching and learning in four areas: (1) what students learn; (2) how students learn; (3) how students integrate and demonstrate what they have learned; and (4) how students and teachers utilize assessment throughout the learning process. Sections 8 and 9 include an in-depth look at actual classrooms through case studies. The first case study describes how two multi-age elementary classrooms utilize an integrated service delivery model between general and special education to differentiate teaching and learning for math and language. The second case study describes how high school students in one urban high school learn to become effective self-advocates. Appendices include a humor unit, a "camping" math unit, and a list of resources. (Contains 35 references.) (CR)

This manual was developed in conjunction with the implementation of the Colorado Effective Education Model, a systems change project designed to develop best educational practices for students with severe disabilities in inclusive settings. The manual presents adaptations to better meet elementary level students' goals and objectives and describes processes for identifying student outcomes within the context of regular education curriculum/activities. Introductory sections offer general guidelines for designing curricular adaptations to enhance learners' participation and level of mastery, and offer guidelines for designing noncurricular adaptations in the environment, materials, assistance, and presentation. A decision-making framework for using adaptations is provided, followed by a case study applying the framework. A chart then lists basic skills and adaptive/alternate activities in the areas of: typical routines, math, science, language arts, reading, social studies, physical education, and music. (JDD)

This manual was developed in conjunction with the implementation of the Colorado Effective Education Model, a systems change project designed to develop best educational practices for students with severe disabilities in inclusive settings. The manual presents adaptations to better meet secondary level students' goals and objectives and describes processes for identifying student outcomes within the context of regular education curriculum/activities. Introductory sections offer general guidelines for designing curricular adaptations to enhance learners' participation and level of mastery, and offer guidelines for designing noncurricular adaptations in the environment, materials, assistance, and presentation. A decision-making framework for using adaptations is provided, followed by a case study applying the framework. A chart then lists curricular outcomes, activities, basic proficiencies, and adaptations in the areas of: (1) English/language arts (communications/basic composition, American literature, poetry, and world literature); (2) social studies (current events and family living); (3) science (life science and ecology); (4) Spanish; (5) mathematics (basic math and geometry); (6) theater; (7) computer keyboarding; (8) choir; (9) weightlifting; (10) world geography; (11) media production; and (12) daily preparation. (JDD)

Describes the immersion system using analyses problems which was developed to improve students' critical thinking skills in introductory biology courses. Presents examples for college level problem solving procedures. Analyses students' and faculty members' reactions to analysis problems. (YDS)