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I like to make everything fair for my students even if they are gen ed students or special education students because I don't want my students think I haves favorites.

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For example we have traditional set up in a classroom with the use of UDL it make the educators to be more creative and more accessible for the children to learn. The educators should always think out of the box when giving activities where it can be challenging but manageable. Ensuring the child will able to learn well.

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before i was explaining the lesson  to children now i am providing material to meet the special needs of the child

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before i was explaining the lesson  to children now i am providing material to meet the special needs of the child

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Before I focus of just auditory teaching and now I have moved to more of an activity oriented teaching.

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Before I focus of just auditory teaching and now I have moved to more of an activity oriented teaching.

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in an example of physical therapy we demonstrate a lot of exercises. some time we say alot of words while we are explaining.
so after we can provide handout copies with pictures for visuals so kids can follow along

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Before: I used to use more text in the worksheet.
After: I started providing images alongside the text.

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Before : Teaching were more teacher talk or we can say traditional ways.After: New techniques, child centered classroom, More opportunities to kids to express, tools, aids, technology make teaching and learning fun.

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Before : Teaching were more teacher talk or we can say traditional ways.After: New techniques, child centered classroom, More opportunities to kids to express, tools, aids, technology make teaching and learning fun.

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Before : Teaching were more teacher talk or we can say traditional ways.

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Before : Teaching were more teacher talk or we can say traditional ways.

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After: New techniques, child centered classroom, More opportunities to kids to express, tools, aids, technology make teaching and learning fun.

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Something I have done is used images alongside text to allow children to be able to visualise the work and understanding the work through the imagery used.

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Before: do maths the traditional way- explain, break into steps.
After: use flashcards, maths games website to make it more fun.

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use of different tool. such as pictures, and words, for better understanding. brief, simple,concise discussion. Using of binder and velcro images. like matching games, and communication.

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In school we have the e-learning tool used  to blend with the traditional techniques.  To make it accessible, hands on/concrete materials are still the best.
We explore using the aid of technology (which interest them very much.)
Those with difficulty in Math, we make it practical for them using our mini-store where they leaarn to read, write , compare, speak asthey buy and ask for change , clollaborate withthe leaders ofthe day. we bring them to the market to purcase their items for sale. We do simple accounting of their salaes.
We visit palces to meet people and have short interviews: visit to the municipal hall, go to parks, have swimming party, send mails, feed the animals in the farm. It is full of fun but takes a lot of preparation. They also do pen and paper tasks with lss items, modified instruction with graphics and individualized.

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Before: I use worksheet, videos, mind maps, brainstorming.
After: Different methods and materials like Web 2.0 tools, coding, STEM.

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The instructions should have text descriptions and pictures beside it to help better understand. It's very helpful when you have the sample to demonstrate. Make it as obvious as possible.

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Yes, resources and teaching tools should be accessible in the classroom. Activities should be varied in a way that it would help and serve the students. Personally, I prefer my students to spend much more time outside and learn around them.

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Technology such as imagery, videos can be really helpful

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I plan activities according to interactive methods to perceive the needs of each child.

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We have a SEN student, she cant write, she's talking but not related to the topic its like she has an own world or an imaginary friend. She cant even read but she can recognize sounds of the letter and memorize a word or a story. So, what we do is we teach her by talking and talking. She looks like not listening but she remember what we are talking. We expose her in outdoor activities like playing so that she can learn to be socialize with others. We also do teach her by using some printables worksheet and pictures.

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I have a SEN student who has difficulties to write and we use images, matching activities, adapting materials to speaking and connecting instead of writing. She loves to draw so we also use that in classes.

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Users need to have different capabilities and be useful to them and include equality. This can provide us with a better and more useable design product by considering different people.

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the method of knowing students through the game so that you get to know their needs

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before:too much stand still and listen, after:technological resources, specialy tablets, they enjoy it, feel safe because they are familiar with technology and have fun on learning

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my child has a severe cognitive disability but he like anatomy, mythology, music. He will be my point of refe

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my child has a severe cognitive disability but he like anatomy, mythology, music. He will be my point of refe

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Before: The traditional teaching method. After: I presente a theme and the children share their knowledge about the theme. This way they help each other, they share opinions, they give differente points of view.

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Each school that wants to be open and flexible, addressing the manner of inclusion, must ensure, through the management it proposes:
- a real understanding of what inclusion is, defining the process as such, not just a simple placement of the children together;
- recognize the links between inclusive education and the valorisation of human diversity. This way promotes the school ethos that valorizes all children and their families;
- to foster a flexible support climate and creative responses to individual needs / requirements. failure to succeed in initial responses should not be a reason to abandon inclusion but become a starting point;
- recognizing inclusion as part of equal opportunities policies with clear arrangements for implementation, substantiation and monoticization;
- Ensure that all school and school policy developments take into account the principles of inclusion;
- Ensure that the admission of children with special educational needs in educational structures is positively and sensitively oriented. in some cases, appropriate support, appropriate counseling and an effective guidance should be considered to ensure that all children's needs are resolved positively, that all children and parents must feel accepted;
- work in partnership with local authorities and agencies to identify possible barriers and consider how best to overcome them;
- recognize that changes in educational practices will require the support of all staff of the school and the local community. all must be involved and consulted in the inclusive school development;
- support staffing access to professional development opportunities that support / support the development of inclusive practices

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Traditionale teaching method, ITC, Video taken from Youtube nd adapted to the students learning styles

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Traditional teacher method. Then provide the experience using different materials and visuals.

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Setting: A circle time in a preschool.
Before: I pick a simple song for children to sing - teacher sings one line, children repeat.
After: I prepare a visual of the subject of the song, e.g. a pumpkin. It is there in front of us, we all see it, and we sing about it. Then before singing I point out specific words, e.g. colours or verbs. And, if possible, show them to children with a movement or on another object. Only then we sing. If there is a visually impaired child I look up the sign language equivalent for pumpkin and all the children learn how to show it.

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Before giving instruction, now giving instruction and showing on picture

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Before: traditional class. Description of the topic and what is to be learned.
After: dialogue with students to motivate and know their previous knowledge, carrying out activities of various types.

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Before: I asked students to do the reading comprehension questions silently.
After: I read the text aloud for all students and check individually if they understood what they hear / read and give extra help when needed.

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I usually images or photo in my lessons.

I usually use the LIM for my explanation and when I write on the pc I use the Verdana font which is better read by SEN children.

I also use videos from the WEB which I choose according to the class level

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in my sen classstudent can learn with öter student

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Jeane de Fatima, Rio de Janeiro - Brazil

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Jeane de Fatima, Rio de Janeiro - Brazil

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The classroom, the organization of the subjects and the resources to be used, are essential for a good lesson.
Assistive technologies help a lot, such as orthotics, prostheses and games and voice synthesizers.
When helping the friend creates a bond of friendship of companionship, the group work assisting them makes the good performance of the activities.
João Victor has a hearing loss, does not speak but understands, uses a hearing aid and has done a cochlear implant, still can not hear.

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Before: a traditional lesson.
After: I talk to them, trying to create more ideas, identifying the keywords of the subject and then the result and finally summarizing the content. Everyone has fewer difficulties to follow learning later.

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Usually when I have to adapt some materials I wrote them using images, photos. In the classroom I usually use the LIM and educational games. Pupils with sen loves so much when we play with english.

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My own resource: brainstorming.
Before: a traditional lesson started reading the topic on the book.
After: I start talking with them, trying to do a sort of brainstorming, identifying the keywords of the topic on the blackboard and doing a summary of the content. Everyone has less difficults to follow the book later.

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Before - Giving instruction and schedule

Now - giving instruction and showing schedule by means of a picture schedule board

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Before: I read the children's story.

After: Children read with me the story, hear it at the computer, watch the cartoon, and draws after reading.

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Before and After...
UDL is about offering flexibility in the classroom. Providing assignment options, multiple representations of information and alternative means of expression and engagement.
Offering learners choices can develop self-determination, pride inaccomplishment, and increase the degree to which they feel connected to their learning.
Much more than before, now is  important to me, to create an accepting and supportive classroom climate more then ever when in a classroom like mine there are pupils with autistic spectrum disorder.
At the same time vary the level of novelty or risk  using Charts, calendars, schedules, visible timers, cues, etc. that can increase the predictability of daily activities and transitions; Creation of class routines; Alerts and previews that can help learners anticipate and prepare for changes in activities, schedules, and novel events; Options that can, in contrast to the above, maximize the unexpected, surprising, or novel in highly routinized activities. Vary the level of sensory stimulation; Provide tasks that allow for active participation, exploration and experimentation; Invite personal response, evaluation and self-reflection to content and activities. Include activities that foster the use of imagination to solve novel and relevant problems, or make sense of complex ideas in creative ways.

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Before: Giving instructions using simple sentences.

Now: Giving instructions using simple sentences and breaking them visually. Asking the student to repeat instructions.

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Before: I put myself as a helper, we read a lot of posters together, we listen to videos on the topic that is taking place, we do some set-ups, we propose group work, we invite children to look at images, to formulate hypotheses. that is promoted is that learning is wrong.Cords, balls, sticks are used. Afterwards, questions are asked, exercises or written texts are carried out and not much use of colors. Finally: check (for children with difficulties, a methodology with compensatory and dispensative tools is used, depending on the child's difficulty)
http://svel.to/106v

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before I did not know to be so patience , after I learnod to respect every child

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I used microphone.

Befor: student with hearing problem didn’t heir me.

After:  student with hearing problem was more involved in discussion.

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Before;frontal work
After;modifay content and carry into action for sen student

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Before: Instruction by telling the students what to do.
After: Instruction with a video, a plan on paper with words, a scheme and pictures. Students choose witch instruction they need.

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BEFORE:
Plenty of drawing, painting, cutting, typing - hard working.

AFTER:

I use ICT, Kahoot, Plickers, Wordwall, learning through the game and many more – fun.

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After: typing, recording voice

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Before
Front lesson and text from textbooks

After
ICT resources and multimedia, mind maps and schemes

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Before: I was mainly concentrated on the topics I had to deliver and less on the how much my students would understand.
After: I took the topics they were interested in and started working on debates and group projects that would help them benefit the most.

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Every child is different,a nd we have to think differences and prepare resources according to the childeren needs.

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Before: Like "after" but much less
After: Lot of ICT apps, games, own materials, collaboration with parents and other teacher

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When I working with SEN students, I used different methods that are known to all teachers. I tried to prevent children from feeling forgotten and unnecessary. I want to enrich my experience.

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I'm an administrator at primary school
We made it easier for the students to use the school staircase for the disabled students.

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Before: I would give my students printed but modified work tasks.
After: I would use more interactive, easy to use ICT apps

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Before: frontal work
After: modifay content for SEN students.

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Little Red Riding Hood - a comic in our course book was too difficult for some of my SEN students, so I adapted it, simplified it and shortened it. They had to listen and first put the right picture and later they replaced the pictures with words.

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I used workbooks , flashcards , brainmstorming, puzzels

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Before:
I used materials from workbooks, did a lot of frontal work
After:
I use Ict tools, flashcards, my own materals....

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Here is a worksheet for my blind student when she was 1st grade. She has to read the number and stick that many circles.

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Before: I use flashcards, mind maps, ppts, brainstorming...
after: I use worksheet, quizes, crossword puzzles...

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first of all, I give them reading activitiy, flashcards about my subject. After that, all of us try to speak about that and make group working, games, chess, legos

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Assignments for review on paper for every student (adjusted assignments for SEN students).
After:
Quizes for review in which particitape all students (including SEN) with various assignments

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Before: I used text or pictures in one slide mostly not explaining the same thing. And in the end of the class I would ask is it ok, did they understand?
Now: I use text, pictures and videos to  explaine the same thing. After that, I give them a couple of claims, and students determine whether they are true or not (based on the learned). If all claims are not accuratelly classified, I will add some more clarifications.

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This year I'm a freshman in elementary school.
Before
I've got different intelligence votes for my class.
'' Katomath '', '' Chess '', '' Reversi '', '' Lego Blocks '', '' Intelligence Cubes '' etc
I give them to my students.
After
Generally, I give as a group of cooperation, communication is increasing.
SEN participates in group work and is happy.

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Before: use the material that I preparred: printed sheets, school books.
After: change the material according with students knowledges and skills and interest

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Before: use the text as main tool for teaching.
After: use the smartboard and multimedia contents in the daily practice.

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Before: I talked a lot, students listened, then we discussed the subject.

Now: I use a lot of group work, technical gadgets (education robots, Lego, computers, iPad, etc.). In addition, outdoors and project studies...

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material bag
before:

the bag contains materials that support the objectives for the student
after: change of materials according to the student's progress, and materials serve more than one purpose

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My own resource: schoolbook.
Before: ordinary page.
After: - simpler  language;
- summary of content and chapter;
- keywords.

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Yuksel-TURKEY           before I did not know to be so patiance ,after devices

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Yuksel-TURKEY           before I did not know to be so patiance ,after devices

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Before: Revision in written form.
Now: Revision through Microsoft Forms

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Spain
It is vital to prepare special hand-outs, worksheets, videos, presentations, audios that help students with different learning models to understand the contents we are developing in class. Every child is different, every child learns differently.

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before I did not know to be so patience, after I learned to respect every child

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Before I didn´t have a special needs course and I wasn´t awake for the pedagogical differentiation. Now I ´m more preparated to work with an inclusive classroom

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Before: a History textbook with passages and questions below.
After: Kahoot digital tool, an online quiz I often use in preparing for a bigger test, and students enroll with their smartphones

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Before: teaching eg. various grammar structures using the board, textbooks and doing workbook exercises.
After: Presenting material online, creating virtual classrooms via different digital tools (Edmodo, Moodle), including video clips with explanations, subtitles, sign language...

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Before: teaching eg

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I usually give students a copy of tests in A3, Arial 14 and 1,5 line spacing, because I think that this is useful for all DSA. So there is no difference in the type of paper that they receive.

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Portable projection, videos, worksheets...

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our school now has a special website where we can create communities with our classes and communicate with the parents and children. It is very convenient. I now post the lessons and the children's productions so that even if they don't have time to finish their work, or, for SEN pupils, if they forgot something, they can download the lessons and / or contact me for help.

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"Tombik" game, a traditional Turkish game playing with flat stones
9 flat-surfaced stones are lord one after the ather. SEN students are seperated into two teams. Firar team tries to hit the stones by rolling a volleyball. After the stones being shot, if the team which hits the stones are able to lay the stones one after the ather success fully before being shot by the ather team, they win the set. But if all the team members of the first team are being shot before loying the stones in time, they lose.
BEFORE SEN students targeted the ball to other places rather than the stones. When the stones are being shot, they didn't lay them properly. İn time.
AFTER I showed all the steps one by one as a role model. Now they are playing the game in canformity with the rules. Their distractibility gets beter. They are playing the game in harmony

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Since this year I have started coteaching for match. I makes me think more about what I do, why I do it and how I do it. Thinking about the how means among other things that we make sure that very type of learner finds connection with the may we work in the classroom.

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In all likelihood the corretc way to approach an heterogeneous group of student, due to both the peculiaty of each one and the rapidity in growth and changes in such an age as adolescence, is not a single method by is a dynamic and complex mix of methods. In this way all pupils may find their own one, they can  try different ones, choose what is more suitable for them and reject what is far from their skills and proficiencies

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Material and resources can be made accessible in many different ways, using for example digital resources. However, sometimes it is also possible to do that without complex procedures.

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In my SEN class, students can learn with other students. Since teaching groups are present, there are always students who want to help others.

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Before start the lesson I must to have materials for all.
After the lesson I must to analyse the results.

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Before I wrote on the white board during the lesson and made them copy it into their notebooks. Now I am using PPT and giving the students more pre-made note
templates. I also began using a presenter remote so I can always be around the classroom and helping more than if I have to be using the keyboard to help. It doesn't sound like much but in my class it has made a huge difference in their attention spans.

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before: more central teaching. after: more use of technology and more personalization. more involvement of students and more stict collaboration with the special need teacher.

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Before .for interactive joining, we must use visual effects. After.providing them joining, we have to do face-to-face contact. Result. Effective and happy lesson.

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Before: frontal teaching.
After: introduction of ICT in teaching (Kahoot, quilzlet, videos, pHet simulation). I try to modifay content for SEN studennts.

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I often use materials   and games, which we can touch, pictures, songs, rhymes, ...

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I often use materials   and games, which we can touch, pictures, songs, rhymes, ...

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Before creating map for  easy accessibility    for all students ...
After practicing what we have ,then make the map clear by using some questions

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Before: Functions were too many to learn for SEN students.
After: Now I have the simplified and easier to get. So they can learn more easily

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Oyun etkinliğilerinde tekerlekli sandalyeli öğrenimi hiçbir zaman oyunun dışında bırakmadım. Mesela sandayle kapmaca oyarken müzik açıp kapatma görevini ona verdim. El ele tutuşup daire olmamız gereken oyunlarda onu daireye dahil ettim. El kasları daha zayıf olduğu için ona daha az detayı olan çalışmalar verdim. Sınıf toplamayabiliyorsunuz. Bedensel engelli olduğu için büyüktür bu ipucu etkinliklerde gruba dahil olur. Ona hiç ayrım yapmadan basit uyaarlamalarla geniş gruba dahil ettik.

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I think I need to adpt the kind of vocabulary and resourses I usualy use