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Teaching Strategies for Students With Special Needs

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In the United States, special education is free in the public education system, thanks to the Individuals with Disabilities Education Act (IDEA).

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The Positives of Teaching Special Education

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The Positives of Teaching Special Education

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Completing a degree in special education doesn't necessarily put you on the path to becoming a special ed. teacher; it offers advantages for any teaching career as well as for every one of your students - those with and without exceptionalities.

Why Study Special Education if You Don't Plan to Teach it?

Recent decades have seen a substantial increase in special education students spending time learning among their nondisabled peers rather than separate from them. In fact, of those aged 6-21, 63.4% spend 80% or more of their time in general education classes, according to 2017 data. And an international survey of more than 121,000 teachers in 30 countries, including the U.S., showed that actual instruction time decreased as the number of students with exceptionalities in a classroom increased. That lost time went to managing the classroom, potentially negatively impacting both disabled and nondisabled students. Education pundits believe that if general education teachers were better prepared - receiving more training focused on inclusion and special education - all students could benefit.

How Can Studying Special Education Help Me as a Teacher?

A master's in special education not only increases your earning potential, but it also puts you at the top of the candidate pool for teaching jobs. It provides you with tools for providing person-centered education and better adapting lessons based on different learning types and levels. Wherever your career leads, an M.A. in special education opens up opportunities for both personal and professional growth.

You will be a more effective teacher to every student

By understanding the best way to teach all types and levels of learners, you understand the way that more students learn, not just those with exceptionalities. This is helpful, as classrooms are more inclusive than they've ever been - the number of special education students spending the majority of their time in the general education classroom increased 9% between 2005 and 2014. The number of students diagnosed with disabilities is also growing - in 2017-2018, there were 7 million students with disabilities (13.4% of all students). That means that general education teachers, with little training in special education, are the ones responsible for most of their education.

A 2004 amendment to the Individuals with Disabilities Education Act (IDEA) also required at least one general education teacher to be involved in the creation and implementation of each student's Individual Education Plan (IEP). However, a 2007 study revealed that general education teachers took an average of just 1.5 courses that focused on inclusion or special education in their teacher-preparation programs, versus the average of 11 courses for special education teachers. An advanced degree in special education can give you knowledge, training and - perhaps most importantly - confidence to provide the best and most effective learning experience for every student in the classroom.

Classrooms are more inclusive than they've ever been.

It sets you apart in a teaching job search

A master's degree in special education can set you apart from other applicants for teaching jobs, not just for teaching special ed. That's because a special education degree makes it clear you are capable of teaching every student - the ones who are ahead, the ones who are behind, and the ones with exceptionalities. As inclusion has increased, general education teachers aren't required to have advanced training in special education, so those teachers who have sought out that extra training will have an edge in a job search over other general educators.

It increases your earning potential

Of the largest school districts in the country, 88% offer additional pay, either in the form of salary increases or additional stipends, to teachers who hold advanced degrees. Depending on where you are on the pay scale and how far you are into your career, a master's degree can increase your salary an average of $2,000 to $7,000 per year.

It could lead to new career paths outside of teaching

Outside of the traditional classroom setting, advanced training in special education offers a variety of career opportunities, including becoming an educational diagnostician, working in a clinical setting (such as in early intervention in hospitals or in a rehabilitation center), and acting as an independent consultant or trainer to school districts or state departments of education. Your knowledge of special education could also translate to working in roles funded through state-wide programs committed to meeting the needs of those with disabilities, providing you with a career as a case manager, a program coordinator, or a nonprofit director.

It empowers you to be an advocate for social justice, inside and outside the classroom. Studying special education will stir you to look for ways to harness the positive power of diversity in classrooms, school districts, and communities. By more accurately understanding the relationship between the needs of students and the deficiencies in resources, you can search and advocate for new solutions to meet their needs.

It offers a lifetime of learning

Working with students, especially special education students, is an engaging line of work. If you learn to focus on person-centered education, you will understand each student's unique goals, challenges and needs, requiring you to continuously change and adapt. It requires creativity and compassion to reach every student. The new training and knowledge provided by a special education degree can reinvigorate the career of an experienced teacher or provide a confidence boost to newer educators. In the end, by finding teaching and behavioral solutions for each child, a teacher can make a lasting impact on students' lives. While teaching has its challenges, done well, it is a deeply rewarding career.

Next Steps in Your Teaching Career

Earning a master's degree in special education can benefit your teaching career in a number of ways, including providing more opportunities for you and your students to learn and grow. You might consider learning more about Point Loma Nazarene University's Master of Arts in Special Education, including the courses you can take and how the hybrid program works. You can also contact PLNU for additional information or, if you are ready, apply now.
About the Author
Bethany (Leach) Mavis graduated from PLNU in 2009 with a journalism degree. She now manages marketing and content for a high-security construction company, teaches editing to journalism students as an adjunct professor, and advises the Mariner yearbook staff at PLNU.

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Why Every Teacher Needs to Study Special Education

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Completing a degree in special education doesn't necessarily put you on the path to becoming a special ed. teacher; it offers advantages for any teaching career as well as for every one of your students - those with and without exceptionalities.

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Special education classes provide a unique service to physically or mentally challenged students. The ideal special education classroom provides quality instruction to students with disabilities. While the push in education these days seems to be toward online education and the inclusion of special education students within mainstream classrooms, special education classes are still needed for more severely disabled students. The purpose of the special ed classroom setting is to provide more intensive, individualized attention to the students who most need it.

However, even in special education classroom settings there can be a wide a range of skill levels and abilities. How can teachers provide quality instruction to all students? Here are some strategies that special education teachers can use to benefit all of their students.

1. Form small groups

Forming small groups of two or three students within the class grouped according to their level can help with personalizing the teaching while not sacrificing class instruction time. For example, in math class, one group could be working on the basics while a more advanced group could be working on their geometry skills. Students would be grouped together according to similar skill levels and objectives along their education pathway.

2. Create classroom centers

Classroom centers are another effective way students can be grouped. Each center would specialize in one area or level. The centers would be self-contained in terms of instructions and all lesson materials. They would also be somewhat self-explanatory and self-guided to allow the teacher to rotate among the different centers and provide appropriate guidance. A teaching assistant, parent or volunteer could help facilitate the groups. Such centers would strike a balance between being self-explanatory, without totally giving up more direct teacher time.

3. Blend 'the Basics' with more specialized instruction

Still another way of instructing multiple levels of students is to teach general concepts to the whole group while pairing it with individual instruction. Since every school subject has some general concepts that could be relevant, individual students can benefit from this no matter what their level of proficiency.

Reading comprehension strategies, the basics of math, organizing writing ideas, or even a scientific theory are some examples of general concepts that could be taught to support what each student is learning in that area. Students can then apply this knowledge to their particular individual assignments. However, the teacher could always add some additional content for more advanced students.

4. Rotate lessons

Lessons within the different groups or centers could be rotated so that on any given day the teacher could introduce new material to one group, while only having to check in on others who are doing more independent activities. The teacher assistant could also be of service within such a lesson cycle.

5. Try thematic instruction

Thematic instruction is where a single theme is tied into multiple subject areas. This method of teaching has been shown to be very effective in special education classrooms. A "theme" could be anything from a current event, honing the skill of reading comprehension, a writing topic or a historical event. For example, a historical event could be tied into all other subjects. The theme should be attention-getting - something that will grab the students' interest and keep them engaged.

6. Provide different levels of books and materials

Since there will be a variety of proficiency levels in the classroom, be sure to have different levels of textbooks and other teaching materials available for each subject. Having a range of levels on hand will ensure that each student can learn at the appropriate level. This minimizes frustration and maximizes confidence and forward momentum in the student.

As you can see, teaching special education students effectively can be enhanced with some adjustments. Regardless of the severity of their disabilities, classes can be structured in a way that caters to the individual level of functioning.

Doing so does not mean giving up quality personal instruction time. No matter what the content areas or variety of levels your students are working on, harmony and integration are possible. Strategies such as grouping, learning centers, rotating lessons, choosing class themes and having a flexible array of texts and materials can help teachers to provide ideal instruction and support within their special education classes.

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6 Strategies for Teaching Special Education Classes | Resilient Educator

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Special education classes provide a unique service to physically or mentally challenged students. The ideal special education classroom provides quality instruction to students with disabilities. While the push in education these days seems to be toward online education and the inclusion of special education students within mainstream classrooms, special education classes are still needed for more severely disabled students.

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Personalized Learning: Plan, Benefits, Examples [Guide]

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Learn what is personalized learning. Discover how to effectively implement it within your organization and achieve better results in your employee training.

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[ muhl-tee-dis-uh-pluh-ner-ee, muhl-tahy- ] show ipa

See synonyms for multidisciplinary on Thesaurus.com

adjective

composed of or combining several usually separate branches of learning or fields of expertise: The journal's first article was a multidisciplinary study of the 18th century.: Compare interdisciplinary, transdisciplinary.

Compare Meanings

Click for a side-by-side comparison of meanings. Use the word comparison feature to learn the differences between similar and commonly confused words.

Origin of multidisciplinary
¹

Also mul·ti·dis·ci·plined [muhl-tee-dis-uh-plind, muhl-tahy-] /ˌmʌl tiˈdɪs ə plɪnd, ˌmʌl taɪ-/ .

Words Nearby multidisciplinary

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use multidisciplinary in a sentence

British Dictionary definitions for multidisciplinary

/ (ˌmʌltɪˈdɪsɪˌplɪnərɪ) /

adjective

of or relating to the study of one topic, involving several subject disciplines

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

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Dictionary.com | Meanings & Definitions of English Words

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Multidisciplinary definition: composed of or combining several usually separate branches of learning or fields of expertise. See examples of MULTIDISCIPLINARY used in a sentence.

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[ in-ter-dis-uh-pluh-ner-ee ] show ipa

See synonyms for interdisciplinary on Thesaurus.com

adjective

1. combining or involving two or more academic disciplines or fields of study: The economics and history departments are offering an interdisciplinary seminar on Asia.

2. combining or involving two or more professions, technologies, departments, or the like, as in business or industry.

Origin of interdisciplinary
¹
Words Nearby interdisciplinary

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use interdisciplinary in a sentence

British Dictionary definitions for interdisciplinary

adjective

involving two or more academic disciplines

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

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Dictionary.com | Meanings & Definitions of English Words

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The world's leading online dictionary: English definitions, synonyms, word origins, example sentences, word games, and more. A trusted authority for 25+ years!

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Differences Between Multidisciplinary and Interdisciplinary 

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Differences Between Multidisciplinary and Interdisciplinary 

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In-Depth Look at Differentiated Instruction  

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In-Depth Look at Differentiated Instruction  

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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Examples of How to Differentiate Instruction in the Classroom

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Examples of How to Differentiate Instruction in the Classroom

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction-a method you may have heard about but haven't explored, which is why you're here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students' individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students' learning styles.

Group students by shared interest, topic, or ability for assignments.

Assess students' learning using formative assessment.

Manage the classroom to create a safe and supportive environment.

Continually assess and adjust lesson content to meet students' needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student's abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction-and that's because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom's Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.

Read a passage of text and answer related questions.

Think of a situation that happened to a character in the story and a different outcome.

Differentiate fact from opinion in the story.

Identify an author's position and provide evidence to support this viewpoint.

Create a PowerPoint presentation summarizing the lesson.

2. Process

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.

Allow auditory learners to listen to audio books.

Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.

Visual learners create a graphic organizer of the story.

Auditory learners give an oral report.

Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.

Allow students to read individually if preferred.

Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more responsibility for their own learning.

Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.

Cons

Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.

The learning curve can be steep and some schools lack professional development resources.

Critics argue there isn't enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student's level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. Finally, learning contracts are made between a student and teacher, laying out the teacher's expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.

Teach mini lessons to individuals or groups of students who didn't grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.

Use manipulatives, especially with students that have more difficulty grasping a concept.

Have students that have already mastered the subject matter create notes for students that are still learning.

For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

Emma McCrea (2019) suggests setting up "Help Stations," where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.

Set up a "question and answer" session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.

Create a visual word wall. Use pictures and corresponding labels to help students remember terms.

Set up interest centers. When learning about dinosaurs you might have an "excavation" center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.

Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.

Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.

Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.

Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report.

Reading groups can pick a book based on interest or be assigned based on reading level

Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.

Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.

Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.

Keep track of and assess student's writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.

Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.

For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!

Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.

Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.

The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments "Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths". You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.

Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition

Leading and Managing a Differentiated Classroom - Carol Ann Tomlinson and Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning - Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids - Carol Ann Tomlinson and Jay McTighe

Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 5-9: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 9-12: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Cindy A. Strickland

Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching - Carol Ann Tomlinson

Leadership for Differentiating Schools and Classrooms - Carol Ann Tomlinson and Susan Demirsky Allan

How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon

How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition - Carol Ann Tomlinson

How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom Paperback - Carol Ann Tomlinson, Tonya R. Moon

Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition - Carol Ann Tomlinson, Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom - David A. Sousa, Carol Ann Tomlinson

Leading for Differentiation: Growing Teachers Who Grow Kids - Carol Ann Tomlinson, Michael Murphy

An Educator's Guide to Differentiating Instruction. 10th Edition - Carol Ann Tomlinson, James M. Cooper

A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? - Carol Ann Tomlinson, Marcia B. Imbeau

Managing a Differentiated Classroom: A Practical Guide - Carol Tomlinson, Marcia Imbeau

Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition - Carol Ann Tomlinson

Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition - Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson

The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition - Carol Ann Tomlinson

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Differentiated instruction benefits a wide range of students, from those with learning disabilities to those who are considered high ability. Read about classroom tips and strategies for implementation.

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How to Give Grades in Special Ed with Grading Rubrics AND Use the Grades Functionally

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How to Give Grades in Special Ed with Grading Rubrics AND Use the Grades Functionally

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How to Give Grades in Special Ed with Grading Rubrics AND Use the Grades Functionally

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In 2016, the New York State Board of Regents adopted standards that require certain teachers and paraprofessionals to collect and track professional learning credits called Continuing Teacher and Leader Education (CTLE) hours. The following Q&A will help you learn more about how to fulfill your CTLE requirements.

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Strategies for reading Research Articles

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Strategies for reading Research Articles

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LibGuides: How to Read Scholarly Articles: Strategies for reading

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You may scan an article and discover that it isn't what you thought it was about. Before you close the tab or delete that PDF, consider scanning the article one more time, specifically to look for citations that might be more on-target for your topic.

You don't need to look at every citation in the bibliography - you can look to the literature review to identify the core references that relate to your topic. Literature reviews are typically organized by subtopic within a research question or thesis. Find the paragraph or two that are closely aligned with your topic, make note of the author names, then locate those citations in the bibliography or footnote.

See the Find Articles page for what to do next:

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LibGuides: Evaluating Information: How to Read a Scholarly Article

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You may scan an article and discover that it isn't what you thought it was about. Before you close the tab or delete that PDF, consider scanning the article one more time, specifically to look for citations that might be more on-target for your topic.

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12 Components of Research-Based Reading Programs

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12 Components of Research-Based Reading Programs

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12 Components of Research-Based Reading Programs

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12 Components of Research-Based Reading Programs

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Research-based reading instruction allows children opportunities to both understand the building blocks and expand their use of language, oral and written. These opportunities are illustrated by classroom activities in these twelve components of reading instruction for grades one through three.