Toward improved inclusion practices: A program evaluation of differentiated instruction in three sixth-grade classes
by Murley, Rebecca Mae, Ed.D., UNIVERSITY OF PHOENIX, 2010, 158 pages; 3424823

Abstract:

The researcher concluded that teacher training was of ultimate importance for a successful outcome of differentiated instruction in sixth-grade inclusion classes. Students with special learning needs whose learning depends largely on student-centered teaching are more likely to show academic advancement when instruction is differentiated to their needs. Most students with special needs thrive when met with a challenge that can be achieved. Differentiated instruction can provide such a challenge to all learners.
 
AdviserLeah Hammond
SchoolUNIVERSITY OF PHOENIX
SourceDAI/A 71-10, p. , Oct 2010
Source TypeDissertation
SubjectsMiddle school education; Special education
Publication Number3424823
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