Explicit Instruction: An Evidence-Based Practice to Support Students with Exceptionalities in Inclusion using Lesson Planning
DOI:
https://doi.org/10.59719/txep.v10i1.90Keywords:
gradual release of responsibility, explicit instruction, lesson planning, inclusionAbstract
Intentional lesson planning is crucial for providing equitable education to students with exceptionalities within inclusive settings. While explicit instruction is known to benefit diverse learners, its application in improving reading comprehension skills for students with exceptionalities in inclusive settings remains underexplored. This article explores using explicit instruction as an evidence-based practice to enhance the learning for students with exceptionalities in inclusive settings and provides a case study illustrating how explicit instruction supports the individualized learning needs through structured scaffolding, accommodations, and differentiation in alignment with the state standards. When implementing explicit instruction effectively by planning it thoroughly, educators can create inclusive classrooms that uphold high academic expectations while addressing diverse learning needs of all students, including students with exceptionalities.
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