D018 LEADING INCLUSIVE SCHOOLS (AEM 3) LATEST UPDATED 2026|2026 TASK 4 WESTERN GOVERNORS UNIVERSITY

D018 LEADING INCLUSIVE SCHOOLS (AEM 3) LATEST UPDATED 2026|2026 TASK 4 WESTERN GOVERNORS UNIVERSITY
1. Describe obstacles that are typically encountered by the following groups of students,
including three unique challenges for each group:
• students in a gifted and talented program
• students who are homeless
• students from a migrant family
a. Describe how each instructional practice from part A1 can be used to
support each group of students.
Students in gifted and talented programs face different challenges than others that can be
overlooked due to their academic strengths. They may experience anxiety due to high standards
and the pressure they have to excel. It creates a consistent feeling of unhealthy perfectionism.
Gifted and talented students may struggle to connect with peers. Typically, they do not share the
same interests or levels of understanding. This can make them socially isolated at school. They
may also experience a lack of challenge, leaving them under-stimulated and not adequately
challenged. This lack of stimulation and challenge can lead to losing motivation and possibly
behavioral problems.
UDL for gifted students will allow students to choose project assignments based on their
learning styles and areas of interest. Providing various resources to present information will
allow students to explore topics of interest in depth. Gifted students can demonstrate their
understanding through multiple arrangements to show their mastery of content more complexly.
MTSS framework allows students to participate with their peers but with enhancements or
extended learning activities in Tier 1. In Tier 2, students may work in small groups on more
challenging problem-solving activities or enrichment areas to encourage motivation and
engagement. Tier 3 students may need more individualized instruction or specialized
coursework. Differentiated instruction for gifted students is more tailored to meet diverse
learning needs. Modifying the complexity of content allows a student to work independently.