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Differentiated Instruction: Inclusive Strategies for Standards-Based Learning That Benefit The Whole Class

Diana Lawrence-Brown
American Secondary Education
Vol. 32, No. 3 (Summer 2004), pp. 34-62
Stable URL: http://www.jstor.org/stable/41064522
Page Count: 29
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Differentiated Instruction: Inclusive Strategies for Standards-Based Learning That Benefit The Whole Class
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Abstract

With suitable supports, including differentiated instruction, students ranging from gifted to those with significant disabilities can receive an appropriate education in general education classrooms. A multilevel lesson planning system is presented here that is manageable in a standards-based instructional context, along with a variety of helpful instructional strategies and real-life examples. Supports are outlined for students with mild disabilities, and adaptations are explained for students with severe disabilities and for students with special gifts and talents. Advice is provided for making a manageable change to differentiated instruction.

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