RT Journal Article SR Electronic(1) A1 Mady, Callie YR 2018 T1 Teacher adaptations to support students with special education needs in French immersion: An observational study JF Journal of Immersion and Content-Based Language Education VO 6 IS 2 SP 244 OP 268 DO https://doi.org/10.1075/jicb.17011.mad PB John Benjamins SN 2212-8433, AB Abstract As of late, French immersion (FI) teachers have been encouraged to adapt their instruction to support the inclusion and success of students with learning difficulties. In particular, pedagogical concepts such as Universal Design for Learning (UDL) (National Center on Universal Design for Learning, 2014) and differentiated instruction (Tomlinson, 2004) have been promoted as means to do so. This study used observations of nine FI teachers’ classes with the view to exploring their adaptations for students with learning difficulties in hopes of identifying future professional development directions. The observations revealed that the FI teachers were aptly adapting their instruction for the class as a whole whereas they were less apt to modify for individual students. In order to further their inclusive practices, the FI teachers in this study would benefit from future professional development opportunities that focus on differentiating instruction for individuals and conversations about if and how teacher language choices can provide additional means of differentiation., UL https://www.jbe-platform.com/content/journals/10.1075/jicb.17011.mad