Michael, Alexis, and James are first-grade students with learning disabilities in an inclusion classroom. They are learning to add numbers up to twenty and are able to follow along actively when solving problems as a whole class using manipulatives but not when using number lines. Which of the following best demonstrates adjusting instruction based on individual need?

• A. The teacher provides feedback that uses the students' strengths to build on their weaknesses.
• B. The teacher works with the students in ability-based groups.
• C. The teacher asks questions to determine the students' levels of understanding.
• D. The teacher assigns homework that gives the students additional practice at home.

Answer: (B)

Differentiating instruction by grouping students according to readiness to tailor tasks and supports is the key idea. In this scenario, students can engage with manipulatives in a whole-class setting but struggle when using number lines, signaling different representation needs and paces. By organizing students into ability-based groups, the teacher can provide targeted practice that matches each learner’s current level: one group can continue with concrete manipulatives to solidify addition concepts, another group can work with number lines with guided support to bridge to more abstract thinking, and a third group can tackle slightly more challenging problems as they become ready. This approach directly adjusts instruction to meet individual learning needs within the same classroom, which is essential for inclusive settings.

Feedback that highlights strengths is valuable for motivation but doesn’t by itself change the instructional structure to address varied readiness. Asking questions to gauge understanding is a diagnostic step that informs planning, but the action of forming ability-based groups is the concrete instructional adjustment. Assigning extra homework provides practice but does not modify in-class instruction to accommodate each learner’s current level.