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Editorial Review
Differentiated instruction strategies that target the special needs of students with learning disabilities!
These classroom-proven strategies empower the teacher to target instructional modifications to the content, process, and products for students with learning disabilities in the general and the special education classroom. These best practices are the most up-to-date tactics available and specify numerous ways to differentiate instruction for students with learning disabilities. Invaluable for teachers in both inclusive and individual classes, this book provides numerous ideas and examples to help
- Stress the brain-compatible teaching guidelines for varied instruction
- Create practical, flexible lessons by varied instructional tactics, including webbing, cubing, scaffolded instruction, metacognitive tactics, and many other strategies
- Foster the attention of diverse learners via self-monitoring, self-management, and responsibility strategies
- Institute various peer tutoring systems that are practical and manageable in the inclusive class
- Implement performance assessment and portfolios to diversity evaluation
- Enhance social skills through group projects, role-play, and sharing tutoring responsibilities
The use of these research-proven practices will result in academic enhancement in your classroom. Whether your challenging students are identified as learning disabled or low-achieving, these strategies and tactics can lead to significant gains for you in reading comprehension, language arts, and math. This is a survival guide for differentiating instruction in today’s classrooms!
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Customer Reviews
Another great book packed with useful information by Dr. Bender. 
2008-06-01
If you are trying to implement RTI, this book and his other one "Response to Intervention" are clear guides for professionals.
Plenty of tested, tried applications 2007-10-17
Both general and special education teachers and college-level collections catering to them will find essential the second edition of Differentiating Instruction for Students with Learning Disabilities. This offers standards-based teaching techniques that incorporate the latest brain research studies, and offer new information on universal design strategies for the classroom. From teaching tips to reflective teaching and exercises, DIFFERENTIATING INSTRUCTION holds plenty of tested, tried applications suitable for both specialty teaching and the general classroom alike.
Diane C. Donovan
California Bookwatch
