Differentiating Instruction in the Inclusive Classroom: Strategies for Success

P6180_Differentiating_InstructionStudents in the 21st-century classroom are diverse – culturally, economically, and linguistically, with disparate needs and abilities. General education classroom students vary in academic readiness, interest level, and individual learning profile, and some may have severe learning and behavioral challenges. All teachers today need to be able to differentiate instruction, using strategies that address students’ strengths, interests, skills, and readiness for learning, in a flexible classroom environment. The 10th volume in the CEC Division on Autism and Developmental Disabilities’ Prism series, Differentiating Instruction in the Inclusive Classroom reviews the building blocks of effectively meeting the needs of all students – universal design for learning, multiple intelligence theory, and findings from brain research – and supports teachers in successfully delivering instruction and providing support.

By Barbara Gartin, Nikki Murdick, Darlene Perner, and Marcia Imbeau. 2016. 82 pages. ISBN #978-0-86586-513-6. #P6180

Table of Contents Sample Chapter

Order Now!

Related products – New to our catalog:  A Teacher’s Guide to Special Education details what general education teachers need to know about special education law and processes and provides a guide to instructional best practices for the inclusive classroom.

differentiated instruction