Differentiation comes in many forms. In order for a classroom to be truly inclusive, simple accommodations can be made to ensure all student have the opportunity to clearly understand the learning objectives, instructions and success criteria. This section gives a basic insight into the kinds of accommodations implemented in my practice during school placements. Where possible I took a whole class approach, preferring to make all processes as accessible as possible without making students feel that they were being singled out. Some examples of these differentiation tactics are available below.

​

1. Allowing for differentiation in the final work. For example videos in animation could be 15-30 seconds, allowing for differentiation for students who need more time to complete tasks. Another example would be differentiation in terms of scale - where possible students could always choose the size to work towards. This allows for students to work within their own abilities while still giving them a chance to complete a work in the same time frame as their peers without compromising on quality.

​

2. Ensuring a variety of feedback is available. Where possible students were given the opportunity to work in groups or pairs to encourage peer learning. Often students learn just as much from their peers, in a less intimidating environment than whole class discussion or one to one teacher feedback. Students were also encouraged to self-reflect in a way that worked for them - students who struggled with the written aspect could voice record their reflections, or work with sketches/shorthand/bullet points.

​

3. Language Accommodations. One of the most common things I needed to differentiate for was language barriers as I had a diverse mix of nationalities in my classrooms.  A way I found to help this was to provide translated versions of difficult worksheets or instructions. Students would have a sheet in their own language as reference but would complete and submit the final worksheet in English. Additional time was allowed for this, and many students noted that it contextualised the visual art language for them and allowed them to interact with it in a way that was more understandable for them.