1703 North Beauregard St.
Alexandria, VA 22311-1714
Tel: 1-800-933-ASCD (2723)
8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday
Local to the D.C. area: 1-703-578-9600
Toll-free from U.S. and Canada: 1-800-933-ASCD (2723)
All other countries: (International Access Code) + 1-703-578-9600
Designing Personalized Learning for Every Student
Dianne L. Ferguson, Ginevra Ralph, Gwen Meyer, Jackie Lester, Cleo Droege, Hafdís Guðjónsdóttir, Nadia Katul Sampson, and Janet Williams
About the Authors | Comments
About This Book
Today’s students are more diverse than ever before—in cultural backgrounds, learning styles and interests, social and economic classes, and abilities and disabilities. How can schools accommodate these differences while also dealing with the many other demands for change, from the push for tougher standards to the call for more discipline in the classroom? This book offers answers—and challenges schools to reinvent themselves as more flexible, creative learning communities that include and are responsive to a full range of human diversity.
The authors propose a systemic change framework that structures change efforts at district, school, and classroom levels. Their approach rests on three main ideas:
Using these ideas as a starting point, they describe strategies to help teachers design personalized curriculum and teaching that will accommodate the widest possible student diversity, including students who are officially designated as disabled. They provide a variety of practical tools for gathering information about students, developing long-term curriculum plans, planning lessons, tailoring learning experiences, creating classroom-based assessment systems, writing individually tailored education reports, and reflecting on one's own teaching.
The book reflects 15 years of collaboration and learning among groups of educators trying to improve their teaching practices in the face of dizzying changes. The authors believe their synthesis of learning and professional development finally undoes the separation of general and special education and accomplishes what they think is the real purpose of schooling—to help all students become active, valued members of their community.
See the book's table of contents and read excerpts.
Table of Contents
Are You a Member?
This is not a member book.
About the Authors
DIANNE L. FERGUSON (lead author) is a professor in special education at the University of Oregon. She is also director of Academic Support and Student Services in the College of Education. She is experienced at preparing teachers, designing systems that support ongoing school improvement efforts, and managing grants, which requires coordination between universities and public schools.
CLEO DROEGE has been a middle school language arts block teacher for eight years. After teaching for three years, she left public education to work with Dianne Ferguson at the University of Oregon, where she rounded out the research team as the “regular ed” person. During her four years at Oregon, she drew on the best of both worlds of education.
HAFDÍS GUÐJÓNSDÓTTIR is assistant professor of Education and director of the Division of Developmental Education at the Iceland University of Education (IUE). She worked for 20 years as a general classroom teacher and special educator in elementary and high schools. Her focus is on inclusion, curriculum development, differentiated learning, teaching mixed-ability classes, cooperative learning, authentic assessment, mathematics for all students, teacher professionalism, school change, and collaboration with families.
JACKIE LESTER has had many roles in special and general education over the past 16 years in Oregon's public schools. She has worked with preschool through graduate-level students and has collaborated with the University of Oregon's Schools Projects. Lester is leaving her position as a speech-language pathologist and reading specialist to become the principal of a preschool through 8th grade rural school.
GWEN MEYER is a senior research assistant in special education at the University of Oregon. She has 30 years of experience working with persons with low-incidence and severe disabilities in school, residential, institutional, and work settings. As a teacher, she developed and implemented systems and plans that supported her middle school students' participation in general education classrooms and in community contexts.
GINERVA RALPH was an instructor and research assistant in special education and an assistant to the director of Academic Support and Student Services in the College of Education at the University of Oregon. She has collaborated on the University of Oregon's Schools Projects since 1986, working first as a middle school teacher of students with severe disabilities, then as field experiences coordinator, instructor, and grant coordinator for the project's personnel preparation program.
NADIA KUTAL SAMPSON is a research assistant in special education at the University of Oregon. She received her Bachelor of Arts degree in Human Services, and Master's degree in Special Education, and Severely Handicapped Learner Endorsement at the University of Oregon. She spent six years working with survivors of abuse in Oregon, many of whom were people with disabilities.
JANET WILLIAMS has been teaching for 20 years in general education and special education at the elementary through high school levels. She has held various positions, including special education teacher and consultant, job coordinator and supervisor, elementary teacher for grades K-3, school counselor, mentor, and college instructor.
Other Books by Keyword
designing learning experiences
Subscribe to ASCD Express, our free e-mail newsletter, to have practical, actionable strategies and information delivered to your e-mail inbox twice a month.
ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.