Differentiating Instruction in the Inclusive Classroom: Strategies for Success - PRISM 10

Students in the 21st-century classroom are diverse – culturally, economically, and linguistically, with disparate needs and abilities. General education classroom students vary in academic readiness, interest level, and individual learning profile, and some may have severe learning and behavioral challenges. All teachers today need to be able to differentiate instruction, using strategies that address students’ strengths, interests, skills, and readiness for learning, in a flexible classroom environment. The 10th volume in the CEC Division on Autism and Developmental Disabilities’ Prism series, Differentiating Instruction in the Inclusive Classroom reviews the building blocks of effectively meeting the needs of all students – universal design for learning, multiple intelligence theory, and findings from brain research – and supports teachers in successfully delivering instruction and providing support.

• Chapter 1: What is Differentiated Instruction?
• Chapter 2: How Does a Teacher Differentiate Instruction?
• Chapter 3: How Does a Teacher Develop a Healthy Learning Environment?
• Chapter 4: How Does a Teacher Modify Content?
• Chapter 5: How Does a Teacher Change the Learning Process?
• Chapter 6: How Does a Teacher Modify the Product?
• Chapter 7: What Does Differentiated Instruction in an Inclusive Classroom Look Like?

Barbara C. Gartin

University Professor of Special Education Emeritus

University of Arkansas

bgartin@uark.edu 

Nikki L. Murdick

Professor of Special Education

Graduate Program Director, Special Education, Curriculum and Instruction, & Educational Foundations

Saint Louis University

murdickn@slu.edu 

Darlene E. Perner

Professor and Chairperson

Department of Exceptionality Programs

Bloomsburg University of Pennsylvania

dperner@bloomu.edu 

Marcia B. Imbeau

Professor, Department of Curriculum and Instruction

University of Arkansas

mimbeau@uark.edu