The researcher concluded that teacher training was of ultimate importance for a successful outcome of differentiated instruction in sixth-grade inclusion classes. Students with special learning needs whose learning depends largely on student-centered teaching are more likely to show academic advancement when instruction is differentiated to their needs. Most students with special needs thrive when met with a challenge that can be achieved. Differentiated instruction can provide such a challenge to all learners.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 71/10, Dissertation Abstracts International|
|Subjects:||Middle School education, Special education|
|Keywords:||Differentiated instruction, Inclusion, Sixth-grade, Special needs students|
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