This article provides a summary of the theoretical and research bases for the design and effects of programs using the adaptive instruction approach to maximize student learning. It also discusses the salient features, implementation requirements, and effects of using a particular program, the Adaptive Learning Environments Model (ALEM), as an alternative service delivery approach for serving students with special needs in regular classrooms. Research on the outcomes and feasibility of adaptive instruction programs such as the ALEM indicates that high degrees of program implementation can be achieved in a variety of school settings when supported by systematic staff development and organizational support. Furthermore, when general classroom teachers and specialized professionals work collaboratively to provide coordinated and inclusive instructional support in an integrated education system, all students can benefit.
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