REACH: a framework for differentiating classroom instruction

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Marcia L. Rock, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Today, teachers are responsible not only for meeting the diverse needs of all students but also for ensuring improved educational outcomes. Accordingly, school personnel are seeking proven ways to strengthen traditional classroom practices. Beginning with the plight of two teachers--one general and one special education--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. The authors draw on the accumulated research to provide a framework for differentiating instruction. Using REACH as a mnemonic, the framework they developed includes a comprehensive inventory and several practical strategies for using it. They revisit the case vignette to illustrate the application of the REACH framework.

Additional Information

Preventing School Failure, 52 (2), 31-47.
Language: English
Date: 2008
Classroom practices, Differentiated instruction, General education, Research-based methods, Special education

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