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

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Overview

Aligned with changes prescribed by IDEIA and federal regulations, this edition provides additional information on brain research, universal design for learning, graphic organizers, and much more.

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Editorial Reviews

Patricia McCoy DeLancey
"In light of the rules and changes mandated by No Child Left Behind, the book certainly makes a valuable contribution to the field. NCLB has resulted in ever increasing numbers of students with learning disabilities being educated in the general education classroom. For these students to reach their full potential, teachers must be able to use multiple avenues to reach, teach, and assess students."
Jim Grant
"A cornucopia of research-based, teacher-tested strategies that promise to engage students with a wide range of abilities such as we find in today's classrooms. The tips, strategies, and ideas will help teachers solve one of their most perplexing problems: raising the academic performance of students with learning difficulties. This book is a must-have for your teacher toolbox."
California Bookwatch
"Both general and special education teachers and college-level collections catering to them will find this second edition essential."
David M. Sable
"William Bender has provided a strong basis for developing the understanding of differentiating instruction that can be used by new and experienced teachers in general and special education."
Patricia McCoy De Lancey
"In light of the rules and changes mandated by No Child Left Behind, the book certainly makes a valuable contribution to the field. NCLB has resulted in ever increasing numbers of students with learning disabilities being educated in the general education classroom. For these students to reach their full potential, teachers must be able to use multiple avenues to reach, teach, and assess students. "
Eloisa E. Alfonso
"The book's format is user-friendly, a definite plus for teachers whoare short on time andare looking for ways to enhance their teaching."
Patricia Mc Coy De Lancey
"In light of the rules and changes mandated by No Child Left Behind, the book certainly makes a valuable contribution to the field. NCLB has resulted in ever increasing numbers of students with learning disabilities being educated in the general education classroom. For these students to reach their full potential, teachers must be able to use multiple avenues to reach, teach, and assess students."
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Product Details

  • ISBN-13: 9781412954464
  • Publisher: SAGE Publications
  • Publication date: 7/28/2007
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 224
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Learn more about William Bender's PD offerings

Consulting Description: Differentiated Instruction
Consulting Description: Math
Consulting Description: Project-Based Learning
Consulting Description: RTI
Consulting Description: Technology

William N. Bender began his career by teaching eighth- and ninth-grade students in the public schools. He worked in higher education for 28 years and published over 60 research articles and 24 books in education. He specializes in instructional strategies for all students and is recognized as a national leader on instructional tactics, response to intervention, and differentiated instruction. Dr. Bender believes his job is to inform audiences across the nation of innovative, up to date information, based on current applied research. Dr. Bender received his Ph.D. in Special Education from the University of North Carolina and currently consults with schools and districts in the United States and Canada.

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Table of Contents

About the Author
Acknowledgments
Introduction
1 Differentiated Instruction for Students With Learning Disabilities 1
Teaching as a Reflective Process 5
Instructional Grouping for Effective Instruction 12
Differentiated Instruction for Students With Learning Disabilities 19
2 Brain-Compatible Instruction and Personal Responsibility for Learning 24
What Is Brain-Compatible Instruction? 25
The Self-Monitoring Tactic: Personal Responsibility for Learning 32
The Responsibility Strategy 41
3 Differentiating the Learning Process: Scaffolded Instruction and Metacognition 51
The Need for Student Support 51
Advance Organizers 59
Reconstructive Elaborations 66
4 Strategy Training: The Learning Solution 75
Why a Strategy Training Approach? 75
Using Learning Strategies 79
A Strategy Training Example 83
Developing Your Own Strategies 90
5 Tutoring in the Inclusive Classroom: Differentiating Instruction and Increasing Instructional Time 93
Initiating a Peer Tutoring System 95
Classwide Peer Tutoring (CWPT) 106
Peer-Assisted Learning Strategies (PALS) 112
6 Supporting Students Through Performance Monitoring 115
The Importance of Monitoring Student Performance 115
Criterion-Referenced Testing 119
Precision Teaching 122
Direct Instruction 129
Assessment Innovations 136
7 Reading and Literacy Instruction for Students With Learning Disabilities 140
What Is Literacy Instruction? 141
Strategies for Word Recognition 148
Word Comprehension 154
Reading Strategies for the Elementary and Middle Grades 157
Reading in the Content Areas 160
8 What's Next? 167
Self-Evaluation and Self-Congratulations 167
Targeting Students in Need 169
Initiating Action Research 170
A Professional Improvement Plan 172
References 175
Index 187
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