Instructional Modifications Used by National Board-Certified Teachers

Abstract

Three National Board-Certified Teachers share modifications they used with preschool, elementary, and middle school students identified as difficult to teach. Each modification shared is presented in the reflective format required by the National Board for Professional Teaching Standards. The modifications and descriptions are discussed in terms of efficacy of interventions (in particular, measurement of the impact on individual students needing learning assistance) implemented in the general education classroom.

Keywords:

• inclusion
• instructional modifications
• National Board Cerification