ERIC Number: ED469551
Record Type: Non-Journal
Publication Date: 2002
Differentiating Instruction for Students with Learning Disabilities: Best Teaching Practices for General and Special Educators.
Bender, William N.
This book provides classroom-proven strategies designed to empower the teacher to target instructional modifications to the content, process, and products for students with learning disabilities in the general and special education classrooms. Chapter 1 presents the concept of differentiated instruction and how that concept translates into instruction for students with learning disabilities in the special education or the inclusive classroom. Chapter 2 involves insights into instruction stemming from the grade-compatible instruction literature--one foundation for the differentiated instructional construct. Chapters 3 and 4 involve supporting students academically, using a variety of metacognitive and/or scaffolding learning techniques that allow teachers to differentiate the learning process for students with learning disabilities. Chapter 5 describes a series of tutoring techniques that may be employed in the inclusive classroom to assist the teacher in providing differentiated instruction for all the students in the class in a timely fashion. Chapter 6 presents a variety of assessment models that allow for differentiation of evaluation requirements. Chapter 7 demonstrates the application of many of these strategies in the area of reading instruction for the elementary and middle grades. The final chapter discusses improving instruction using the differentiated instruction model. (Contains approximately 150 references.) (CR)
Descriptors: Criterion Referenced Tests, Curriculum Based Assessment, Elementary Secondary Education, Inclusive Schools, Learning Disabilities, Metacognition, Peer Teaching, Performance Based Assessment, Reading Instruction, Scaffolding (Teaching Technique), Self Evaluation (Individuals), Student Evaluation, Teaching Methods
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Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A