REACH: A Framework for Differentiating Classroom Instruction

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.