Differentiating Instruction for Diverse Learners
- Wolfe and Hall (2003), Hunt et al. (2003), and Wehmeyer, Lance, and Bashinski (2002) offer models and guidelines for designing personalized curricular supports for students with developmental disabilities.
- Walsh (2001), Ford, Davern, and Schnorr (2001), and Matlock, Fielder and Walsh (2001) offer guidelines and formats for aligning curriculum standards, IEPs, and teaching strategies.
- Jitendra et al. (2002) offer a collaborative approach to planning content-area instruction to help students access the general education curriculum.
- Cavanaugh (2002) offers a listing of software programs that you can use to convert computer-generated text materials into electronic formats.
- Ormsbee and Finson (2000) offer guidelines for preparing and adapting written and printed materials to enhance student learning.
- Collins, Hendricks, Fetko, and Land (2002) offer guidelines for using peers to foster learning in inclusive classrooms.
- Fleury (2000) offers guidelines for helping paraeducators and substitute teachers protect confidentiality.
- Giangreco, Edelman, and Broer (2003), Doyle (2002), French (2003), Riggs (2001), Mueller and Murphy (2001), and Morgan and Ashbaker (2001) provide guidelines and activities that you and your paraeducators can use to work collaboratively in inclusive settings.
- Carbo (1994), Dunn (1996), and Johnston (1998) offer guidelines for identifying students' learning styles and designing teaching strategies and environments accordingly are available.
- Dunn, Griggs, Olson, Beasley, and Gorman (1995) and Kavale, Hirshoren, and Forness (1998) debate the research and merits of teaching based on learning styles.
- Downing and Chen (2003) offer guidelines for using tactile strategies to differentiate instruction for students with visual disabilities.
- Luckner, Bowen, and Carter (2001) provide examples and guidelines for using visual teaching strategies to promote the learning of students with hearing impairments including websites with visual information.
- The New York State Education Department (n.d.) offers guidelines for using educational interpreters in schools and classrooms.
- Andrews, Winograd, and DeVille (1996) offer prereading activities for use with students who have hearing impairments and students who are second language learners.
- Boyle and Weishaar (1997) have developed TRAVEL, a learning strategy to help students create cognitive organizers to help them understand text.
- Banks (2003), Sleeter and Grant (2002), and Gollnick and Chinn (2001) offer examples, guidelines, and resources for creating and implementing a multicultural curriculum.
- Corso, Santos, and Roof (2002) offer guidelines for adapting instructional materials for use with students from diverse backgrounds, and Santos et al. (2000) offer guidelines for selecting culturally and linguistically appropriate early childhood materials.
- Montgomery (2001) offers guidelines and strategies for creating culturally responsive, inclusive classrooms.
- Sparks (2000a) and Matthews (2000) offer classroom and curriculum accommodations for use with Native American and Southeast Asian students, respectively.
- Alber and Foil (2003) offer guidelines for using drama and physical movements to foster students' vocabulary development.
- Haver (2002) and Kottler and Kottler (2002) offer guidelines, strategies, and resources for differentiating instruction for second language learners.
- Gardner et al. (2003) provide guidelines and examples related to the use of technology to plan and deliver a range of learning activities.
- Forgan, and Weber (2001) provide guidelines for selecting software for students with high-incidence disabilities. Higgins, Boone, and Williams (2000) offer questions for soliciting feedback from students concerning software programs. Forgan and Weber (2001) provide guidelines for selecting software for students with high-incidence disabilities. Higgins, Boone, and Williams (2000) offer questions for soliciting feedback from students concerning software programs.
- Miller, Brown, and Robinson (2002) offer guidelines for developing Widgets and using them in inclusive classrooms.
- Lock and Carlson (2000) offer guidelines for using computer labs to provide students with access to computer-based instruction.
- Blubaugh (1999) offers guidelines that increase the effectiveness of videos and television programs used in classrooms.
- Guernsey (2003) offers strategies and resources that can help you teach your students to conduct more effective and efficient searches.
- Teicher (1999) presents activities, resources, and websites that can help you teach students about Internet safety and responsibility.
- Trollinger and Slavkin (1999) provide guidelines for using of e-mail to promote the learning and socialization of students with cognitive and behavioral disabilities.
- Klemm (1998) offers guidelines for involving students in online conferences.
- Smith and Smith (2002) describe Trackstar, an online resource designed to assist educators and students in integrating web-based information into instructional activities and assignments.
- Davies, Stock and Wehmeyer (2001) describe an Internet-access software program designed to help individuals with cognitive disabilities browse the Internet.
- Otto (2002) offers guidelines for designing websites.
- Kelly (2000) offers guidelines, examples, and forms for using WebQuests and making them accessible to students with disabilities.
- Atkinson, Neal, and Grechus (2003) offer a review of strategies built in to software programs for addressing computer and Internet accessibility.
- Bauer and Ulrich (2002) offer guidelines and strategies for using PDAs in inclusive classrooms.
- Cook and Cavalier (1999) offer guidelines and a training sequence for using robotics with students.
- Griffin et al. (2002) provides a listing of technology to support the learning of students with visual disabilities.