"A very meaningful road map for approaching instruction that provides practical examples without giving a recipe. Foundations are laid so that individuals can design instruction to meet diverse learning needs." (Gwendolyn Webb-Johnson, Assistant Professor 2006-08-09)
"No other team of authors does a better job of examining 'what works' for students with a wide range of needs and abilities (including students with significant disabilities) while also taking seriously the charge of meeting the needs of culturally and linguistically diverse learners." (Paula Kluth, Consultant and Independent Scholar 2006-05-04)
"Takes three very big ideas in education―universal design, collaboration, and differentiated instruction―and combines them in a novel and engaging way" (Douglas Fisher, Co-Director 2006-04-13)
"Presents practical, feasible ways to get started with differentiated instruction." (Jay McTighe, Educational Consultant 2006-04-25)
"I look forward to the contribution this book will make to practice in diverse classrooms." (Carol Ann Tomlinson, Author 2006-09-20)
“A practical resource and a teacher-friendly manual for both general and special education teachers who work with diverse students across grade levels and abilities.” (Education Libraries, Spring 2008, Vol. 30(3) 2008-05-28)
About the Author
Jacqueline S. Thousand, PhD, is a professor in the College of Education, Health and Human Services at California State University San Marcos, teaching and facilitating special education professional preparation and master’s programs. Prior to living in California, she directed the Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate professional preparation programs at the University of Vermont. While there, she also coordinated several federal grants, all concerned with providing professional development for educators to facilitate the inclusion of students with disabilities in local schools. Jacqueline is a nationally known teacher, author, systems change consultant, and advocate for disability rights and inclusive education. She has authored numerous books, research articles, and chapters on issues related to inclusive schooling, organizational change, differentiated instruction and universal design, cooperative group learning, creative problem solving, and co-teaching and collaborative planning. She is actively involved in local school reform initiatives in the San Diego area, most recently assisting elementary, middle, and high schools in establishing co-teaching and Multi-Tiered System of Support approaches to provide all students access to the core curriculum and early intervention supports. She also is actively involved in international teacher education endeavors and serves on the editorial boards of several national and international journals. Jacqueline is a versatile communicator who is known for her creative, fun-filled, action-oriented teaching style.
Learn more about Richard Villa's PD offerings
Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations.
Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.