ABSTRACT
Meeting students’ special educational needs successfully in the mainstream usually requires that subject matter, learning activities, teaching procedures, resource materials, methods of assessment, and patterns of classroom organisation must at times be adapted or modified. This chapter provides practical suggestions for achieving this outcome as a requirement of truly inclusive teaching. Methods for making accommodations for students with disabilities are also described. Finally, consideration is given to the concept of Universal Design for Learning, with its multiple means of representation, multiple means of engagement, and multiple means of expression.
