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Representation presents a very valid way in delivering instruction in different ways to allow students to digest information in a way that they can process it. This is especially useful for students who may not succeed in a classic instruction but rather a specialized instruction that sees multiple options for the assignment

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Teaching appears teaching unified, and you won't be able to tell the difference between IEP students and the general population. In the perfect world this would appear as you would not be able to tell they have a IEP.

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Being able to help students with social skill difficulties, would be most useful for our classrooms because it is a skill that goes beyond subject matter, or even school. Being able to help students acquire a skill that can help them academically and in their everyday life would be of the up most importance.

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In terms of the part about UDL and seamless teaching. It is very important to find and achieve the success of all your students. An example of this being allowing your students to give multiple means of representation along with teachers realizing there are multiple ways to learn and show how you demonstrate the knowledge you have gained.

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Teaching using UDL and differentiated instruction so that all students will be able to succeed in your classroom, because you are varying your instruction to meet the needs of all your students.

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In our experience most of us have felt that the class doesn't feel really unified, especially when it comes to separating IEP students and General Ed students during independent work times.

In a para case you can really see the stigma and these types of reading can really help us try and make the classroom more inclusive while working away from the soft bigotry students are feeling nowadays

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The Universal Design for Learning (UDL) would be the most useful. It focuses on giving students multiple ways to learn, show what they know, and stay engaged. This approach will help us reach all types of learners and make the classroom more inclusive.

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General: model social cues and appropriate responses, written and picture schedules/calendars, frequent pos. feedback for appropriate behaviors,

English: explain metaphors and homonyms, written and picture schedules/calendars

Social Studies: social stories (i.e. the true “story” of the child’s world and the people in it)

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When looking in from the outside, you can't tell which students have an IEP. Each student is interwoven seamlessly together. Students don't feel "othered"

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Setting up your classroom for success rather than adapting it. Consulting and collaborating with the SPED to have a class enviroment that meets the needs of your students (understanding the students' needs)

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We’ve seen situations where students felt singled out when they had to leave for extra support (student teaching for DAPE/ prior experience), so we connected with the idea of framing those situations in a positive way. In our experience, when teachers worked together and communicated well, the classroom felt more supportive.

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One class I saw last semester was co-taught with SPED. Students receiving those services sat at a table together and worked with the SPED teacher in a small group. Students worked on the same learning activity, but not all worked with general education students. It seemed like they were not 'seamlessly' integrated into the general education classroom, but what if they benefit from receiving that more direct support?