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

Educators working in special education and inclusive general education classrooms will find this a useful guide. Bender (U. of Georgia) devotes an initial chapter to defining the concept of differentiated instruction. The remaining chapters describe various techniques, including metacognitive and scaffolded learning, tutoring in the inclusive classroom, self- management, and assessment. Throughout, strategies are described that help stress the teacher-student relationship. Annotation (c)2003 Book News, Inc., Portland, OR

William N. Bender, Professor of Special Education at the University of Georgia, began his career by teaching eighth and ninth grad students in the public schools for several years, prior to earning his Ph.D. from the University of North Carolina in 1983. Since he has been in higher education, he has published over 60 research articles and eleven books in special education and education. He specializes in instructional strategies and disciplinary strategies for all students, and particularly students with disabilities such as learning disabilities, emotional disturbance, and attention disorders in the general education classroom. He is recognized as a national leader on instructional tactics, as well as in distance education. His combination of practical strategies and easy humor leads to a demand for numerous workshops each year on various topics in education. He would like to receive your comments on this book and invites e-mail from educators and parents nationwide at [email protected].