How should we approach making adjustments in the classroom to ensure we meet the needs of every learner? Dr. Ling Zhang joins us to discuss how US law and policy frame individualization and other requirements for tailoring instruction to meet the needs of students with disabilities. Focus on pacing toward common goals shows the most promise for legal compliance and learning gains.
Later, we discuss an example course fully committed to student growth through interlocking systems of active, collaborative learning and minimizing grade-based motivation.
- First Segment – 02:55 – Lesson Customization Language in Policy & Law
- Second Segment – 23:09 – Interlocking Inquiry and Grading Classroom Approaches
Featured Guest
Primary Citations
- Zhang, L., Carter Jr, R. A., Bernacki, M. L., & Greene, J. A. (2024). Personalization, Individualization, and Differentiation: What Do They Mean and How Do They Differ for Students with Disabilities?. Exceptionality, 1-22. https://doi.org/10.1080/09362835.2024.2446219
- Clark, D. (2025). Do All the Things: Inquiry-Based Learning with Teams, Collaborative Grading, and Individual Goal Setting in Euclidean Geometry for Future Teachers. PRIMUS, 35(7), 773-790. https://doi.org/10.1080/10511970.2025.2567529
Supplemental Citations
- 101 Ed Tech & Opportunity Makers (Two Pint PLC)
- Kansas House punts funding increase commitment to special education in K-12 schools (Kansas Reflector)
- ##
- 045 Differentiated Numeracy & Goal Consensus (Two Pint PLC)
- Grading for Growth (Blog)
- Grading for Growth: A Guide to Alternative Grading Practices that Promote Authentic Learning and Student Engagement in Higher Education (Clark, 2023)
Featured Beverage
We drink Roadhouse Coffee, a whiskey barrel-aged stout from Martin House Brewing Co. in Fort Worth, TX.