Differentiation: Using Teaching Strategies That Facilitate Learning in the Inclusive Classroom

Differentiation: Using Teaching Strategies That Facilitate Learning in the Inclusive Classroom

Dorothy A. Sisk
Copyright: © 2019 |Pages: 23
ISBN13: 9781522557272|ISBN10: 152255727X|EISBN13: 9781522557289
DOI: 10.4018/978-1-5225-5727-2.ch003
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MLA

Sisk, Dorothy A. "Differentiation: Using Teaching Strategies That Facilitate Learning in the Inclusive Classroom." Cultivating Inclusive Practices in Contemporary K-12 Education, edited by Johnny R. O'Connor Jr., IGI Global, 2019, pp. 43-65. https://doi.org/10.4018/978-1-5225-5727-2.ch003

APA

Sisk, D. A. (2019). Differentiation: Using Teaching Strategies That Facilitate Learning in the Inclusive Classroom. In J. O'Connor Jr. (Ed.), Cultivating Inclusive Practices in Contemporary K-12 Education (pp. 43-65). IGI Global. https://doi.org/10.4018/978-1-5225-5727-2.ch003

Chicago

Sisk, Dorothy A. "Differentiation: Using Teaching Strategies That Facilitate Learning in the Inclusive Classroom." In Cultivating Inclusive Practices in Contemporary K-12 Education, edited by Johnny R. O'Connor Jr., 43-65. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5727-2.ch003

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Abstract

The purpose of this chapter is to explore ways teachers can differentiate the curriculum, activities, and materials to help ensure successful learning for students with special needs in the regular classroom. General teaching strategies, academic modification, socialization strategies, and what teachers can do to help students with special needs will be discussed. Students with special needs include students with autism spectrum disorder, attention-deficit/hyperactivity disorder, intellectual disabilities, hearing impaired or deaf, vision impaired, gifted, communication, language and speech disorders, health impaired and physical disabilities, and emotional and behavioral disorders.

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