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

Written for teachers who want to know how to differentiate instruction for students with learning difficulties, the second edition of Differentiating Instruction for Students with Learning Disabilities draws upon the bestselling success of the first edition in explicitly showing what differentiated instruction is and how to use differentiated strategies in the classroom. With more concentration on brain-research, multiple intelligence, response to intervention (RTI), tiered instruction, and universal design for learning (UDL), William N. Bender provides the most comprehensive book on differentiated instruction and learning disabilities based on scientific research and with a practical, teacher-friendly approach. An updated reference section, brief "Teaching Tips" side bars, and thought-provoking new feature "Reflections" augment this powerful resource that educators can immediately use in the classroom with all students who have learning disabilities, who are at-risk, and who may have learning difficulties.

Table of Contents:
About the Author Acknowledgments Introduction 1. What Is Differentiated Instruction? Foundations of Differentiated Instruction Why Should I Move Into Differentiated Instruction? Planning a Differentiated Lesson Several Differentiation Instructional Ideas What′s Next? 2. Universal Design for Differentiation: Organizing the Class for Differentiation and Personal Responsibility for Learning Universal Design Structuring the Classroom for Differentiation A Recommended Room Arrangement Model Teaching Tactics for Students With Learning Disabilities The Self-Monitoring Strategy The Responsibility Strategy What′s Next? 3. Differentiating the Learning Process: Metacognition and Scaffolded Instruction The Need for Student Support Scaffolded Instruction Graphic Organizers Reconstructive Elaborations Reciprocal Teaching Conclusion What′s Next? 4. Learning Strategy Training Why a Learning Strategy Approach? What Is a Learning Strategy? Using Learning Strategies A Strategy Training Example Learning Strategies in Math Developing Your Own Strategies Conclusion What′s Next? 5. Peer Tutoring in the Inclusive Classroom: Differentiated Instruction and Increasing Instructional Time Initiating a Peer Tutoring System Classwide Peer Tutoring (CWPT) Peer-Assisted Learning Strategies (PALS) Conclusion What′s Next? 6. Response to Intervention: Performance Monitoring for Differentiating Instruction Response to Intervention: Monitoring Student Performance Precision Teaching Response to Intervention Assessment Innovations Assessment Modifications for the Differentiated Class Conclusion What′s Next? 7. Differentiation in Reading and Literacy Instruction What Is Literacy Instruction? Phonological Awareness and Instruction DIBELS: Measuring Early Literacy Word Attack and Word Recognition Vocabulary: Comprehending Words Reading Fluency Reading Comprehension Strategies Conclusion What′s Next? 8. Implementing Differentiated Instruction Self-Evaluation and Self-Congratulations A Professional Development Learning Community on Differentiation Individual Implementation of Differentiation Conclusion References Index

About the Author :
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).

Review :
"William Bender has provided a strong basis for developing the understanding of differentiating instruction that can be used by new and experienced teachers in general and special education." "In light of the rules and changes mandated by No Child Left Behind, 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." "The book′s format is user-friendly, a definite plus for teachers who are short on time and are looking for ways to enhance their teaching." "A cornucopia of research-based, teacher-tested strategies that promise to engage students with a wide range of abilities such as we find in today′s classrooms. 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." "Both general and special education teachers and college-level collections catering to them will find this second edition essential."