At the same time, it is important to point out that teachers in the home school districts who offer undifferentiated instruction strive to be responsive to the unique learning needs and difficulties of students with LD. In this type of classrooms, the teachers modify the curriculum to meet the needs of the students, utilize teaching approaches that are tailored to the students' strengths and weaknesses and offer multiple assessment options. In these settings, instructional approaches such as cooperative groups and one-on-one teacher-student sessions are adopted to help students with LD to learn. Students can complete their learning task such as responding to a book by drawing, discussing, performing or writing a book report. Nonetheless, especially in the classes of mainstream or inclusion settings, teachers who have to address the learning needs of many students will still require students with LD to adhere closely to the learning standards and curriculum (Baglieri & Knopf, 2004).

Based on the emphasis on the unique needs of the students and ensuring their success within the classroom setting, teachers typically adapt and individualize the general education curriculum to capture the students' interest in learning. Several instructional strategies have been identified as effective for teaching students in alternative schools. First of all, in order to determine the academic level of the students, teachers utilize specific criteria and alternative assessment tools. Second, teachers organize their curriculum based on thematic u