Differentiating Instruction Week 10

I loved learning about differentiating instruction this week.  To understand that there are ways to accomodate students by differentiating what is being taught, the process it is taught, and the different ways to evaluate students' learning was helpful in making an inclusive curriculum.  Some examples I really thought were helpful were selecting and sequencing example problems or situations, introducing new skills at different rates depending on past knowledge, providing instructional opportunities to help students practice or review concepts or skills, or organizing the way content is taught to accomodate different learning styles.
I am grateful for the many examples I have seen of teachers making accommodations for students who need extra help.  One teacher allowed a student to type instead of write to find out what he could actually do.  Another example was to have questions on a test read aloud to a student instead of having them read the problem themselves.  One last example was just seating children who might need extra help near the teacher during a test. 
This chapter was full of useful and insightful information.  There were many examples and illustrations of how to make accommodations and differentiate instruction to meet the educational needs of everyone.