Program
Education K-12 M.A.
Number of Pages
55
Year Approved
2025
First Advisor
Amie Grubidge
Second Reader
Lisa Silmser
Abstract
Teachers often use the terms differentiated instruction, accommodations, and modifications, but research shows that these words are not always understood or used correctly. This thesis reviews current studies to examine how these differences affect teaching decisions, teamwork between general and special education teachers, and students’ access to grade-level learning. The literature shows that when definitions are unclear, teachers may provide the wrong type of support or lower expectations, which reduces students’ opportunities to learn challenging material. The review also points to the need for a common language, better teacher preparation, and continued collaboration. Understanding the differences among these supports is essential for creating fair, consistent, and inclusive instruction for all students.
Degree Name
Education K-12 M.A.
Document Type
Masterʼs thesis
Recommended Citation
Nelson, O. R. (2025). How Can Educators Distinguish Special Education Accommodations/Modifications from General Education Differentiation to More Effectively Support All Learners [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1225
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Special Education and Teaching Commons, Teacher Education and Professional Development Commons