Written for teachers who want to know how to differentiate instruction for students with learning difficulties, the second edition of Differentiating Instruction for Students with Learning Disabilities draws upon the bestselling success of the first edition in explicitly showing what differentiated instruction is and how to use differentiated strategies in the classroom. With more concentration on brain-research, multiple intelligence, response to intervention (RTI), tiered instruction, and universal design for learning (UDL), William N. Bender provides the most comprehensive book on differentiated instruction and learning disabilities based on scientific research and with a practical, teacher-friendly approach. An updated reference section, brief "Teaching Tips" side bars, and thought-provoking new feature "Reflections" augment this powerful resource that educators can immediately use in the classroom with all students who have learning disabilities, who are at-risk, and who may have learning difficulties.

Table of Contents

About the Author Acknowledgments Introduction 1. What Is Differentiated Instruction? Foundations of Differentiated Instruction Why Should I Move Into Differentiated Instruction? Planning a Differentiated Lesson Several Differentiation Instructional Ideas What's Next? 2. Universal Design for Differentiation: Organizing the Class for Differentiation and Personal Responsibility for Learning Universal Design Structuring the Classroom for Differentiation A Recommended Room Arrangement Model Teaching Tactics for Students With Learning Disabilities The Self-Monitoring Strategy The Responsibility Strategy What's Next? 3. Differentiating the Learning Process: Metacognition and Scaffolded Instruction The Need for Student Support Scaffolded Instruction Graphic Organizers Reconstructive Elaborations Reciprocal Teaching Conclusion What's Next? 4. Learning Strategy Training Why a Learning Strategy Approach? What Is a Learning Strategy? Using Learning Strategies A Strategy Training Example Learning Strategies in Math Developing Your Own Strategies Conclusion What's Next? 5. Peer Tutoring in the Inclusive Classroom: Differentiated Instruction and Increasing Instructional Time Initiating a Peer Tutoring System Classwide Peer Tutoring (CWPT) Peer-Assisted Learning Strategies (PALS) Conclusion What's Next? 6. Response to Intervention: Performance Monitoring for Differentiating Instruction Response to Intervention: Monitoring Student Performance Precision Teaching Response to Intervention Assessment Innovations Assessment Modifications for the Differentiated Class Conclusion What's Next? 7. Differentiation in Reading and Literacy Instruction What Is Literacy Instruction? Phonological Awareness and Instruction DIBELS: Measuring Early Literacy Word Attack and Word Recognition Vocabulary: Comprehending Words Reading Fluency Reading Comprehension Strategies Conclusion What's Next? 8. Implementing Differentiated Instruction Self-Evaluation and Self-Congratulations A Professional Development Learning Community on Differentiation Individual Implementation of Differentiation Conclusion References Index

Author Biography

William N. Bender began his career by teaching eighth- and ninth-grade students in the public schools. He worked in higher education for 28 years and published over 60 research articles and 24 books in education. He specializes in instructional strategies for all students and is recognized as a national leader on instructional tactics, response to intervention, and differentiated instruction. Dr. Bender believes his job is to inform audiences across the nation of innovative, up to date information, based on current applied research. Dr. Bender received his Ph.D. in Special Education from the University of North Carolina and currently consults with schools and districts in the United States and Canada.