A teacher can address needs of specially abled learners in an inclusive…

Inclusive education requires teachers to differentiate instruction: assessing each learner's individual abilities, strengths, and weaknesses, and then tailoring learning objectives, methods, and assessment to fit that learner, rather than applying one uniform approach to the whole class.

For specially abled learners, this principle translates directly into identifying what a specific student can and cannot yet do, and then writing learning objectives around exactly that analysis, so instruction is targeted at the level and in the manner each learner actually needs.

• Emphasizing practice-and-drill with only paper-pencil testing standardizes both instruction and assessment format, which disadvantages learners who need alternative modes of learning or demonstrating understanding.

• Following uniform ways of instructing every student ignores that specially abled learners have varied needs altogether, rather than starting from an individual assessment.

• Assigning heavy written homework while encouraging students to copy answers from 'bright' peers neither builds genuine understanding nor accommodates any learner's actual difficulties, and it also normalizes academic dishonesty.

A teacher who bases learning objectives on a genuine assessment of what a specific learner can and cannot yet do is practicing individualized, inclusion-oriented teaching, unlike approaches that standardize instruction, assessment, or workload across the whole class.