Selected approaches to the individualization of instruction are reviewed and compared to the findings of the effective teaching literature. The instructional setting, as a salient variable in instructional adaptations for individual differences, is questioned. Special educators should focus on the needed, validated, student learning experiences. To accomplish this, the special educator should emphasize the function, not the form, of instructional treatments. It is recommended that the effective teaching literature be viewed as a source of practical information on cost-effective approaches that address instructionally relevant individual differences.
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