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DIFFERENTIATING READING INSTRUCTION FOR SPECIAL EDUCATION STUDENTS IN AN INCLUSIVE MIDDLE SCHOOL: COMPARING TEACHER KNOWLEDGE AND APPLICATION

DIFFERENTIATING READING INSTRUCTION FOR SPECIAL EDUCATION STUDENTS IN AN INCLUSIVE MIDDLE SCHOOL: COMPARING TEACHER KNOWLEDGE AND APPLICATION This qualitative case study uses observations and interviews to examine the practice of differentiation by twelve collaborative middle school reading teachers in a school that has shown a decrease in the achievement gap for students with disabilities on end of year tests on state standards. Observations and interviews were analyzed to determine the teachers’ knowledge and application of differentiated instruction. The results showed that four of the six teams possessed a comprehensive knowledge of the practice of differentiation and the data available to assist in planning lessons. Some differentiation was observed in each of the six classrooms.

Identiferoai:union.ndltd.org:vcu.edu/oai:scholarscompass.vcu.edu:etd-3148
Date20 April 2010
CreatorsZiegler, Lauran
PublisherVCU Scholars Compass
Source SetsVirginia Commonwealth University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses and Dissertations
Rights© The Author

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