Backward design

A curriculum approach known as "backward design" has the teacher start with the objectives, prepare the assessments, and then create the lesson plans. The strategy aids in the instructor's ability to concentrate on the objectives of an instruction during class time. The backward design is intended to help students comprehend what is being taught, implement it, and demonstrate the new ideas they have learned. (Collaborative, Ginty, Kurzman, Leddy, & Miller, 2008). Numerous advantages of the strategy are listed below, some of which are explored.

Backward design has the advantage of directing the teacher before a class even begins. In this case, he or she knows the goals of the lesson thus it help him understand the direction of the lesson and the important concepts and ideas to cover during a lesson thus helps learners achieve their learning goals. Another benefit is that it helps the instructors interact with faculties outside their disciplines. As the design helps the instructors to focus on what is important and helpful for the learners they tend to use other faculties concepts in their lessons dropping some concepts which may not be important for their faculty (Wiggins & McTighe, 2011). For example, almost all faculties teach their learners about good writing. Many may think that this is only important to language students but all students need the writing skills.

Discussion 2

In inclusive classroom students with or without disabilities learn together. The instructor needs to adopt different strategies for language development and reading acquisition. The discussion will focus on strategies which are beneficial for middle-aged students with disabilities in an inclusive classroom.

One of the strategies an instructor can use is direct instruction. Direct instruction helps the instructor to have clear communication and teach the important ideas. The instructor breaks the learning into small steps where he plans for the concepts to be learned sequentially. This means that simple tasks are done before hard tasks among others. As students with disabilities may need more time and attention, this improves teacher-student interaction and ensure regular and quality feedback between the instructor and the student (Berkell Zager, Wehmeyer, & Simpson, 2012).

Another strategy the instructor can use is a multi-sensory approach. This is the incorporation of visual, auditory and tactile strategy when teaching the students with disabilities. When the instructor uses diagrams, graphics, pictures, audios in a classroom, the disability students are engaged in the lesson in a way (Barnes, Fletcher & Fuchs, 2007). This is because they may have different disabilities like hearing, talking, or seeing. This strategy helps the learners to develop language and acquire reading with the equipment used.


Barnes, M. A., Fletcher, J., & Fuchs, L. (2007). Learning disabilities: from identification to intervention. The Guilford, New York.

Berkell Zager, D., Wehmeyer, M., & Simpson, R. (2012). Educating students with autism spectrum disorders. New York: Routledge.

Collaborative, T., Ginty, E., Kurzman, L., Leddy, D., & Miller, J. (2008). Writing for Understanding. Cork: BookBaby.

Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Va.: ASCD.

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