Differentiated Instruction for Students with Emotional and Behavioral Disorders

Autor/inn/en	Borders, Christy; Bock, Stacey Jones; Michalak, Nichelle
Titel	Differentiated Instruction for Students with Emotional and Behavioral Disorders
Quelle	(2012), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0270-4013
ISBN	978-1-7805-2504-4
DOI	10.1108/S0270-4013(2012)0000022012
Schlagwörter	Access to Education; Individualized Instruction; Behavior Disorders; Behavior Modification; Behavior Change; Learning Theories; Emotional Problems; Functional Behavioral Assessment; Direct Instruction; Media Adaptation; Classroom Techniques; Accessibility (for Disabled); Academic Accommodations (Disabilities); Student Diversity; Teaching Methods; Teaching Models; Best Practices; United States + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Individualisierender Unterricht; Behaviour modification; Verhaltensänderung; Learning theory; Lerntheorie; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Medienverwendung; Klassenführung; Accessibility; Zugänglichkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; USA
Abstract	Today's classroom differs greatly from the classroom a decade ago. This is due, in part, to the changing demographics of students across the United States where diversity is now the norm. As children enter the educational system with diverse backgrounds, they are exposed to new experiences that facilitate changes in interests, behaviors, and learning styles. One way to address diversity in the classrooms is to focus on the model of differentiated instruction (DI). The purpose of this chapter is to discuss DI and its relationship to Universal Design for Learning (UDL), provide information why DI is a valuable model for students with EBD, and review DI modifications and adaptations that serve as academic and behavior change elements in the classroom. At the core of both of these models lies the need for flexibility and adaptations to the learning environment and materials to meet the needs of all students. Furthermore, there is a heavy emphasis from both of these constructs to allow all students access to the general education environment--not just physical but the educational benefits. To best address the social, emotional, behavioral, and academic needs of students with EBD, educators must differentiate their instruction. (Contains 1 table.) [For complete volume, see ED540057.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10