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dc.contributor.authorTzouveleki, Athina-
dc.description.abstractThere has been an increase in the number of children experiencing education in international schools following a national curriculum different from their countries' (Hayden, Rancic, & Thomson, 2000). In these schools, children are usually bilingual and they are provided with well-organized curricula to be educated both, in the language of instruction, English, and in their mother tongue (Carder, 2007). Thus, the need of differentiated instruction and teacher readiness within cultural, diverse populations seems an inevitable demand in the field of education (Anderson, 2007). Consequently, this is a qualitative study that will use an evaluative research design and will provide teachers with an original booklet with active and multisensory tailor-made material for bilingual students with learning difficulties to collect qualitative data. Its aim is to present the activities and evaluate their effectiveness. This study reviews research studies on the use of instructional differentiation and special education. It concludes with the positive and negative outcomes of the booklet, which has been evaluated by the teachers, and with suggestions for future improvementen_US
dc.rightsAll rights reserveden_US
dc.subjectInstructional differentiationen_US
dc.subjectSpecial Educationen_US
dc.subjectInternational Educationen_US
dc.titleA tailor-made booklet for students with learning difficultiesen_US
dc.typeThesis (Master)en_US
dcterms.thesisSupervisorPaizi, Despina-
dcterms.licenseCC BY-NC-NDen_US
dcterms.thesisApprovedByKrepapa, Areti-
dcterms.secondReaderPelios, Lillian-
Appears in Collections:Program in Applied Educational Psychology

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