Differentiating Instruction for Students with Learning Disabilities : Best Teaching Practices for General and Special Educators

"A cornucopia of research-based, teacher-tested strategies for engaging students with a wide range of abilities. 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."
―Jim Grant, Executive Director
Staff Development for Educators

"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."
―Patricia McCoy DeLancey, Special Educator
Sumrall Elementary School, MS

Instructor-friendly, standards-based techniques for teaching students with special needs.

Whether teaching inclusive or special education classes, instructors need effective differentiated and brain-compatible methods for learners with learning disabilities, at-risk students, or youngsters who may have learning difficulties. Demonstrating how to differentiate instruction in any classroom, this second edition of the best-selling book Differentiating Instruction for Students With Learning Disabilities shows teachers how to support learners through flexible, practical lessons to help them achieve significant gains in reading comprehension, language arts, and math.

You will learn how to use metacognitive and scaffolded learning techniques such as webbing, cubing, and tiering, and discover how to enhance social skills through group projects, role play, and practical peer tutoring systems. With a revised reference section and "Teaching Tips" sidebars throughout, this research-based text also includes updates that:

• Address changes prescribed by IDEIA and federal regulations covering eligibility criteria, assessments, and Response to Intervention (RTI)
• Provide more data on brain research and literacy based on the National Reading Panel′s five tenets of reading instruction
• Offer new information on universal design for learning and classroom organization
• Present a greater focus on graphic organizers
• Include new materials on mathematics

Both general and special education teachers will return to this book again and again as an invaluable guide for differentiating instruction in any classroom.

William N. Bender, PhD, has had a long and distinguished career in education, teaching in public school for several years and in higher education for some 26 years at Blue?eld State College in West Virginia, Rutgers University in New Jersey, and the University of Georgia. He has written 36 books in special and general education. With his retirement, he has stepped back from his rigorous workshop schedule, which as recently as 2016 included some 40 workshop days per year. While the COVID-19 pandemic impacted his work, he has written four historical ?ction novels and several educational books in recent years. He has delivered several professional development projects, including most recently a keynote for a virtual conference on project-based learning in Brazil in conjunction with his Corwin book Project-Based Learning (2012).