EMPOWERING TEACHERS AND STUDENTS WITH INSTRUCTIONAL CHOICES IN INCLUSIVE SETTINGS

APPROPRIATE INSTRUCTION IN CLASSROOMS WITH DIVERSE LEARNERS REQUIRES A VARIETY OF INSTRUCTIONAL TO ADDRESS INDIVIDUAL NEEDS. MANY EDUCATORS, HOWEVER, FIND THEMSELVES PHILOSOPHICALLY TIED TO ONE INSTRUCTIONAL AP PROACH FOR EVERY LEARNER TO THE EXCLUSION OF OTHER APPROACHES. THIS AL LEGIANCE TO ONE METHOD OF TEACHING REDUCES CHOICES FOR TEACHERS AND ST UDENTS. STRICT ADHERENCE TO A LIMITED VIEW OF LEARNING CAN ALSO HINDER INCLUSION EFFORTS BY DENYING SOME STUDENTS APPROPRIATE INSTRUCTION. A CONTINUUM OF TEACHING METHODS THAT INCLUDES ''EXPLICIT'' AND ''IMPLIC IT'' INSTRUCTIONAL APPROACHES IS PROPOSED AS A MORE INCLUSIVE ALTERNAT IVE. RESEARCH THAT SUPPORTS A CONTINUUM OF APPROACHES IS REPORTED ALON G WITH IMPLICATIONS FOR CLASSROOM INSTRUCTION AND TEACHER EDUCATION.