Simple Techniques to Improve Teacher-Made Instructional Materials for Use by Pupils With Disabilities

Abstract

Although pupils with disabilities are spending more time within the general education classroom, teachers have shown variable levels of willingness and interest in modifying their instruction to meet the needs of these pupils. Studies have indicated that simple modifications are the most likely to be implemented. This study surveyed resource teachers to determine how frequently paper and teacher-made paper instructional materials were being used in general education classrooms, and how those materials might be modified to enhance the likelihood of successful access by all students, including those with disabilities.