"For example, a fifth-grade class may be studying arithmetic but depending on their grasp of math concepts-addition, multiplication, fractions or decimal-they are broken up into smaller groups or work one-on-one with a special education specialist to solve problems suitable for their skill set. Educators call this differentiated teaching" (Romo, 2013). Most inclusive classes are smaller and are often lead by two teachers with additional support staff in order to provide all students with personalized attention.
It can be tricky when it comes to giving homework in an inclusive classroom. When homework is fairly given to all students properly, it can be a great tool for reinforcing learning which is already being taught. However, most of the time homework is not utilized correctly. "schools sometimes fail to provide the needed supports children with disabilities need to succeed and that sets them up for failure" (Baker, 2013). Teachers think that homework has to be easier for the special students, and most of the time, do not give them a chance to prove that they are capable of keeping up with the same work as their non-disabled peers.
Teachers are usually under pressure to produce results on standardized tests, which may be the reason schools' do not have inclusion. However, it is a teachers' job to instruct the class and make sure everyone understands what is being taught. "There are resources for teachers and administrators from large, urban schools on how to implement inclusive education. You can find hundreds of books, research articles, guidelines for inclusive practice, testimonials from students with and without disabilities, teaching strategies, and strategies for designing instruction and assessment for all learners to help guide you and your teachers" (Jorgensen, 2011). It is not the problem of the students with special needs, but the teachers who are not going the extra mile to correctly teach them.