K-12 Teaching and Learning From the UNC School of Education

LEARN NC was a program of the University of North Carolina at Chapel Hill School of Education from 1997 – 2013. It provided lesson plans, professional development, and innovative web resources to support teachers, build community, and improve K-12 education in North Carolina. Learn NC is no longer supported by the School of Education – this is a historical archive of their website.

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Bridging Spanish language barriers in Southern schools
These articles provide background on Latino immigrants in North Carolina, administrative challenges in binational education, and strategies through which teachers can build on what Latino students bring to their classrooms to create a learning environment that meets the needs of all students.
Format: series (multiple pages)
Children's literature promotes understanding
Bibliotherapy and critical literacy are two ways to use books to help children better understand themselves, others, and the world around them. This article explains both strategies and provides resources for selecting appropriate books.
Format: article
By Melissa Thibault.
Deaf learners and successful cognitive achievement
In Reaching every learner: Differentiating instruction in theory and practice, page 3
This article surveys relevant literature on the cognitive potential of deaf learners and asserts that, under appropriate conditions, support, and instruction, deaf students can succeed in inclusive settings. Includes a list of ideal instructional conditions for deaf students in the inclusive classroom.
Format: article/best practice
By David S. Martin, Ph.D..
Deafness, language, and literacy
Through expert interviews and classroom footage, this video discusses the role deafness plays in a student’s development of language, and how this affects the way a deaf student may write and speak. Includes an explanation of visual phonics -- a tool that...
Format: video/video
English language learners and special education testing
In Bridging Spanish language barriers in Southern schools, page 3.4
English language learners are often incorrectly labeled with learning disabilities because of inffective diagnostic tests. A more effective model of testing and instruction would be based upon the educational concepts of scaffolding instruction and the Zone of Proximal Development.
Format: article
By Mary Faith Mount-Cors.
Hands-on biology
Hands-on science exploration clarifies difficult concepts and engages learners who have difficulty in more traditional classrooms. This article looks at an inquiry-based classroom that meets the needs of all of its students.
Format: article/best practice
By Waverly Harrell.
Keys to success for English language learners
Tips that any teacher in any classroom can use to help ESL students learn the curriculum while learning English.
Format: article
By Audrey L. Heining-Boynton.
Play in the multilingual classroom
In Bridging Spanish language barriers in Southern schools, page 2.3
Unstructured play is an important way for young children to make social and cultural connections. It also fosters language development and literacy skills for both English language learners and native English speakers.
Format: article
By Kristin De Soto Madson.
Reaching every learner: Differentiating instruction in theory and practice
This series of articles, which balance theory, research, and practice, address a variety of topics within differentiation through text, graphics, and video.
Format: series (multiple pages)
Teach what you love
Stephen Mullaney works as a half-time ESL resource teacher/half-time second grade language arts teacher at Club Boulevard Elementary in Durham. This article focuses on his advice for teachers working with ESL students.
Format: article
By Sydney Brown.
Teaching deaf students in the inclusive classroom: Part 2
A continuation of "Teaching Deaf Students in the Inclusive Classroom: Part 1," this video uses expert interviews and classroom footage to explore some of the conditions that lead to a deaf student's...
Format: video/video