Teachers moving toward differentiated instruction in an inclusive, integrated middle school
classroom find greater success if they (1) have a clear rationale for differentiation, (2) prepare students and parents for a differentiated
classroom, (3) attend to
issues of
classroom structure and
management as they move toward
more student - centered learning, (4) move toward differentiation at a pace comfortable to both teacher and learners, and (5) plan with team members and other colleagues interested in differentiation (Tomlinson, 1995b).