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ERIC Number: ED540066
Record Type: Non-Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 45
ISBN: ISBN-978-1-7805-2504-4
ISSN: ISSN-0270-4013
Differentiated Instruction for Students with Emotional and Behavioral Disorders
Borders, Christy; Bock, Stacey Jones; Michalak, Nichelle
Advances in Special Education (MS)
Today's classroom differs greatly from the classroom a decade ago. This is due, in part, to the changing demographics of students across the United States where diversity is now the norm. As children enter the educational system with diverse backgrounds, they are exposed to new experiences that facilitate changes in interests, behaviors, and learning styles. One way to address diversity in the classrooms is to focus on the model of differentiated instruction (DI). The purpose of this chapter is to discuss DI and its relationship to Universal Design for Learning (UDL), provide information why DI is a valuable model for students with EBD, and review DI modifications and adaptations that serve as academic and behavior change elements in the classroom. At the core of both of these models lies the need for flexibility and adaptations to the learning environment and materials to meet the needs of all students. Furthermore, there is a heavy emphasis from both of these constructs to allow all students access to the general education environment--not just physical but the educational benefits. To best address the social, emotional, behavioral, and academic needs of students with EBD, educators must differentiate their instruction. (Contains 1 table.) [For complete volume, see ED540057.]
Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States