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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Bibliographic Details
Main Author: Benjamin, LaToya Keyona
Format: Others
Language:en
Published: ScholarWorks 2020
Subjects:
Online Access:https://scholarworks.waldenu.edu/dissertations/7964
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=9236&context=dissertations