T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 48 , N o. 5 , pp . 24 3 – 24 9. C op yr ig ht 2 01 6 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 66 40 74 9 Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated smallgroup instruction is ideal for students with learning disabilities, wholegroup instruction continues to be the predominant instructional model in inclusive classrooms. This can create major challenges for teachers as they aim to actively engage all students, including students with learning disabilities. There are variations of whole-group response strategies, however, that teachers can use to accommodate a range of individual student needs. Collecting formative assessment data during wholegroup instruction also can inform instructional decision making.

中文翻译：

---

促进学生参与包容性课堂的全组响应策略

TEA CH IN GE xcep ti on al Child ren, Vol. 48 号 5，页。24 3 – 24 9. 版权 2 01 6 A ut hor(s) 。DOI：1 0. 11 77 /0 04 00 59 91 66 40 74 9 有学习障碍的学生通常与他们典型的发展中的同龄人一起在包容性教室接受教育。尽管差异化的小组教学非常适合有学习障碍的学生，但全班教学仍然是全纳课堂的主要教学模式。这可能会给教师带来重大挑战，因为他们的目标是让所有学生（包括有学习障碍的学生）积极参与。然而，全班回应策略有多种变化，教师可以使用这些策略来满足一系列个别学生的需求。