Differentiating instruction for disabled students in inclusive classrooms

  • Broderick A
  • Mehta-Parekh H
  • Reid D
  • 69

    Readers

    Mendeley users who have this article in their library.
  • 38

    Citations

    Citations of this article.

Abstract

This article addresses the increasingly critical issue of how educators can reconcile standards-driven accountability imperatives with the growing need to address the individual strengths and needs of diverse learners. It argues that not only are these 2 issues reconcilable, it is impera- tive that educators attend to them simultaneously and consistently if continuous improvement is to occur in schools and districts. The authors re- spond to three essential questions at the heart of these issues: How can we address required con- tent and grade-level performance standards while remaining responsive to individual students? Can differentiation and standards coexist? How do we maintain standards without standardization?

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Authors

  • Alicia Broderick

  • Heeral Mehta-Parekh

  • D. Kim Reid

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free