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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.

Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms