Planning Differentiated, Multicultural Instruction for Secondary Inclusive Classrooms

g Mr. Bueti, a social studies teacher, and Ms. Mayone, a collaborative teacher, co-teach a U.S. History Class at Poughlceepsie High School. Over 80% of the students come from culturally and linguistically diverse groups. Approximately one third of the class receives special education services and five of the students are English language learners. There are also several students who are high achievers in the class. Mr. Bueti and Ms. Mayone are experienced teachers and enjoy teaching together in an inclusive classroom. However, they are keenly a^are of the challenges posed by such a heterogeneous, diverse student population. It is their responsibility to assist all their students to pass the highstakes Nevy York State Regents Exam in U.S. History. Despite their collaborative relationship and their culturally responsive teaching styles, sometimes they feel ovenvhelmed. They struggle to find enough time to plan effective, differentiated instruction that also recognizes their diverse student population.