In a pivotal piece in 1991, Schumm and Vaughn explored teachers’ perspectives on making adaptations for students with disabilities in inclusive settings. Their findings indicated that teachers largely do not feel prepared to address students’ diverse needs. Furthermore, teachers felt pressured by the necessity to cover a wide range of content in a short amount of time, the excessive classroom management needs of the classroom, and a lack of time to prepare lessons.10 If we compare this to the criticism of instructional practices by McTighue and Brown, we see that these feelings have not changed over the last decade.11 In fact, in addition to these problems, teachers report the additional obstacle of decreasing resources in their classrooms.