The training approach used relies on collaboration among teachers in developing and sustaining multi-level instructional strategies. A collaborative team approach allows teachers to share ideas and support colleagues who are feeling the stress of having to meet diversified needs that they may not feel equipped to handle. There is no time limit for the completion of training, as it must be an ongoing process that allows for differing rates of acceptance of change by teachers.
CONCLUSON
Because teachers are now responsible for a greater diversity of students in regular classrooms, a wider range of teaching strategies is needed to meet the needs of these students. As the integration of students with special needs has evolved, inclusion has become a major concern. Multi-level instruction is a teaching method which allows teachers to meet the individual needs of students and provide quality education for all. This will not be easy to do, nor will it happen quickly. However, if inclusion of all is to be a characteristic of the education system in the future, there must be commitment to the development of multi-level instruction. That will require a commitment to the ideology and a commitment to providing the resources needed for its implementation. Both students and the education system will achieve a higher level of success as a result.
