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

These classroom-proven strategies empower the teacher to target instructional modifications to the content, process, and products for students with learning disabilities in the general and the special education classroom. These best practices are the most up-to-date tactics available and specify numerous ways to differentiate instruction for students with learning disabilities. Invaluable for teachers in both inclusive and individual classes, this book provides numerous ideas and examples to help

• Stress the brain-compatible teaching guidelines for varied instruction
• Create practical, flexible lessons by varied instructional tactics, including webbing, cubing, scaffolded instruction, metacognitive tactics, and many other strategies
• Foster the attention of diverse learners via self-monitoring, self-management, and responsibility strategies
• Institute various peer tutoring systems that are practical and manageable in the inclusive class
• Implement performance assessment and portfolios to diversity evaluation
• Enhance social skills through group projects, role-play, and sharing tutoring responsibilities

The use of these research-proven practices will result in academic enhancement in your classroom. Whether your challenging students are identified as learning disabled or low-achieving, these strategies and tactics can lead to significant gains for you in reading comprehension, language arts, and math. This is a survival guide for differentiating instruction in today′s classrooms!

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).