TY  - CHAP
AB  - The use of differentiated instruction has increasingly become a part of the daily practices in classrooms across the country. This approach is important for many students with academic difficulties but can be particularly important for students with learning disabilities. Although differentiated instructional practices can have a positive impact on student learning, these strategies need to be implemented with fidelity to prove the most effective. The purpose of this chapter is to provide an overview of the various components and strategies that teachers can use to differentiate their instruction for students with learning disabilities. These components include the classroom environment, student groupings, tiered instruction, collaboration and co-teaching, and student assessment procedures. Applied examples are provided through the use of a hypothetical classroom scenario.
VL  - 24
SN  - 978-1-78190-426-8, 978-1-78190-425-1/0270-4013
DO  - 10.1108/S0270-4013(2013)0000024012
UR  - https://doi.org/10.1108/S0270-4013(2013)0000024012
AU  - Gibson Lenwood
ED  - Jeffrey P. Bakken
ED  - Festus E. Obiakor
ED  - Anthony F. Rotatori
PY  - 2013
Y1  - 2013/01/01
TI  - Differentiated Instruction and Students with Learning Disabilities
T2  - Learning Disabilities: Identification, Assessment, and Instruction of Students with LD
T3  - Advances in Special Education
PB  - Emerald Group Publishing Limited
SP  - 161
EP  - 183
Y2  - 2024/05/09
ER  -