outras leituras

Today, teachers are responsible not only for meetingthe diverse needs of all students but also for ensuring improvededucational outcomes. Accordingly, school personnel are seekingproven ways to strengthen traditional classroom practices. Beginningwith the plight of two teachers—one general and one specialeducation—the authors offer a rationale for differentiating instruction.Then they review the literature on differentiated instruction,highlighting the myths, models, and evidence to support it. Theauthors draw on the accumulated research to provide a frameworkfor differentiating instruction. Using REACH as a mnemonic, theframework they developed includes a comprehensive inventoryand several practical strategies for using it. They revisit the casevignette to illustrate the application of the REACH framework.Texto integral