Differentiated instruction and implications for UDL implementation (Effective Classroom Practices Report). U.S. Department of Education, Office of Special Education Programs.

By Tracey E. Hall, Nicole Strangman, Anne Meyer, Dc Washington. 2004

195 citations recorded by the source corpus.

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Higher education students with disabilities speaking out: perceived barriers and opportunities of the Universal Design for Learning framework (2017, background): “Several researchers arrived at the same conclusion and encountered a complementary nature between UDL and DI that could potentially bring more flexibility and accessibility to the lesson (Hall, Strangman, and Meyer 2003; Stanford and Reeves 2009; Tomlinson and McTighe 2006).”
The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions (2009, methodology): “However, because Tomlinson’s (2005a, 2005b) comprehensive framework is one of the most frequently cited in professional literature (Hall et al., 2003), it was used as the theoretical foundation for this investigation.”
Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation (2012, unknown): “Tomlinson’s (2005) comprehensive model of differentiated instruction was selected as the theoretical framework for this research because it is well established and frequently cited within the professional literature (Hall et al., 2003).”