Examining Teacher Thinking

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Abstract
This article provides a detailed description of a curricular adaptation decision-making process based on the tenets of reflective practice and designed to assist educators to devise meaningful and effective instruction for students in heterogenous classrooms. this adaptive decision-making process emerged from examining teacher thinking while teams of educators engaged in creative problem solving regarding daily curricular and instructional outcomes for learners with significant disabilities. a case example illustrates how an elementary teaching team transformed lessons to accommodate effectively a wide range of learners in a multiage first and second-grade classroom.

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