Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators / Edition 2
  • Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators / Edition 2
  • Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators / Edition 2

Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators / Edition 2

by William N. Bender
     
 

Educators working in special education and inclusive general education classrooms will find this a useful guide. Bender (U. of Georgia) devotes an initial chapter to defining the concept of differentiated instruction. The remaining chapters describe various techniques, including metacognitive and scaffolded learning, tutoring in the inclusive classroom, self-… See more details below

Overview

Educators working in special education and inclusive general education classrooms will find this a useful guide. Bender (U. of Georgia) devotes an initial chapter to defining the concept of differentiated instruction. The remaining chapters describe various techniques, including metacognitive and scaffolded learning, tutoring in the inclusive classroom, self- management, and assessment. Throughout, strategies are described that help stress the teacher-student relationship. Annotation (c)2003 Book News, Inc., Portland, OR

Product Details

ISBN-13:
9781412954464
Publisher:
SAGE Publications
Publication date:
07/28/2007
Edition description:
Second Edition
Pages:
224
Product dimensions:
8.40(w) x 10.90(h) x 0.60(d)
Age Range:
18 Years

Table of Contents

About the Author
Acknowledgments
Introduction
1Differentiated Instruction for Students With Learning Disabilities1
Teaching as a Reflective Process5
Instructional Grouping for Effective Instruction12
Differentiated Instruction for Students With Learning Disabilities19
2Brain-Compatible Instruction and Personal Responsibility for Learning24
What Is Brain-Compatible Instruction?25
The Self-Monitoring Tactic: Personal Responsibility for Learning32
The Responsibility Strategy41
3Differentiating the Learning Process: Scaffolded Instruction and Metacognition51
The Need for Student Support51
Advance Organizers59
Reconstructive Elaborations66
4Strategy Training: The Learning Solution75
Why a Strategy Training Approach?75
Using Learning Strategies79
A Strategy Training Example83
Developing Your Own Strategies90
5Tutoring in the Inclusive Classroom: Differentiating Instruction and Increasing Instructional Time93
Initiating a Peer Tutoring System95
Classwide Peer Tutoring (CWPT)106
Peer-Assisted Learning Strategies (PALS)112
6Supporting Students Through Performance Monitoring115
The Importance of Monitoring Student Performance115
Criterion-Referenced Testing119
Precision Teaching122
Direct Instruction129
Assessment Innovations136
7Reading and Literacy Instruction for Students With Learning Disabilities140
What Is Literacy Instruction?141
Strategies for Word Recognition148
Word Comprehension154
Reading Strategies for the Elementary and Middle Grades157
Reading in the Content Areas160
8What's Next?167
Self-Evaluation and Self-Congratulations167
Targeting Students in Need169
Initiating Action Research170
A Professional Improvement Plan172
References175
Index187

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