Differentiated Instruction in Middle School Inclusion Classrooms to Support Special Education Students
Differentiated instruction (DI) research has shown many benefits of implementing instructional practices within an inclusive classroom. However, many teachers do not utilize this instructional practice regularly. An instrumental qualitative case study design that included teachers from one middle sc...
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Format: | Others |
Language: | en |
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ScholarWorks
2020
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Online Access: | https://scholarworks.waldenu.edu/dissertations/7964 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=9236&context=dissertations |