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|Other Titles:||Flexible Grouping: A Strategy to Implement Differentiated Instruction for Students with Learning Disabilities in the Regular Classrooms|
National Taiwan Normal University Special Education Center
Through the promotion of inclusive education, the majority of students with learning disabilities (LD) are placed in the regular classroom. The regular class teachers can use differentiated instruction to help students with LD successfully integrated into the learning of regular classrooms. In order to respond to the readiness levels, interests, learning preferences, and learning styles for diverse needs of individual students, the regular class teachers can differentiate instructional content, process, and products. The purpose of this article is to explore the implementation of differentiated instruction in the regular classroom for students with LD. The paper is divided into three parts: first, the rationale of differentiated instruction is discussed. Second, the nature of differentiated classrooms is described. And finally, the feasibility of flexible grouping is considered. Suggestions are also provided
|Appears in Collections:||特殊教育季刊|
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