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By: Patti Ralabate and American Speech-Language-Hearing Association (2012)
Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.
By: Kate Garnett (2010)
Classrooms can be perilous in a number of ways for students with learning disabilities. Here are some tips to remember when working with students with LD.
By: What Works Clearinghouse (2009)
After reviewing the research, the What Works Clearninghouse recommends that in tier 1 of Response To Intervention, schools provide differentiated reading instruction for all students based on assessments of students’ current reading levels.
By: Ann-Marie Foucault (2008)
What is differentiated instruction and how can it help your child? This article helps parents understand and support differentiation in the classroom.
By: The Access Center (2008)
Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It's an effective educational strategy for classrooms of diverse learners, including students with disabilities, because it promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).
By: Center for Applied Special Technology (CAST) and LD OnLine (2007)
Learn how to obtain instructional materials in electronic text for your students who are dyslexic. E-text makes textbooks and other materials usable by supported reading software. Get names and links of publishers and accessible media producers to find the E-text you need. And learn how to qualify your students and obtain materials produced by the National Instructional Material Accessibility Standard (NIMAS) system.
By: Just Read, Florida! (2005)
Research shows that students need at least 90 minutes of uninterrupted reading instruction per day in order for sufficient student reading development, and that this instruction must be dense: systematically delivering explicit teacher directions; scaffolded over time; and differentiated across the classroom. Here is a chart from Just Read, Florida! that provides an example of how to set up a good 90-minute reading block.
By: Kathleen Bulloch (2004)
Teachers are often asked to modify instruction to accommodate special needs students. In fact, all students will benefit from the following good teaching practices. The following article takes the mystery out of adapting materials and strategies for curriculum areas.
By: Kathleen Bulloch (2004)
Classrooms today have students with many special needs, and teachers are often directed to "modify as necessary." The following article takes the mystery out of modifying your teaching strategies with concrete examples that focus on students' organizational skills.
By: The Access Center (2004)
Differentiated instruction, also called differentiation, is a process through which teachers enhance learning by matching student characteristics to instruction and assessment. Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process.
By: Access Center (2004)
Differentiated instruction is based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students. This brief looks at how differentiation strategies applied to reading can be designed to help students learn a range of skills including, phonics, comprehension, fluency, word prediction, and story prediction.
By: Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody, and Batya Elbaum (2001)
There are a variety of grouping formats that have been proven effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. This article summarizes the research and implications for practice for using each of these grouping formats in the general education classroom.
By: National Institute for Urban School Improvement (2000)
From tailored learning experiences to flexible school structures, there are certain characteristics of instruction that is designed to meet the needs of individual students. Learn about these characteristics in this overview of what it means to teach every child.
By: Carol Ann Tomlinson (2000)
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
By: Carol Ann Tomlinson (2000)
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
By: Diane Henry Leipzig (2000)
Differentiating instruction is more complex than just providing different students with different learning experiences. Learn about this distinction by reading classroom examples that contrast differentiated literacy instruction with simply different instruction.
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