Inclusive Classroom, The: Strategies for Effective Differentiated Instruction, 7th edition

About our authors

Margo A. Mastropieri, PhD, is University Professor Emerita and past coordinator of the Special Education Program, College of Education and Human Development, George Mason University (GMU). She has served as a diagnostic remediator for the Learning Center at Mount Holyoke College and as a classroom teacher for students with disabilities, from preschool to secondary levels, in Massachusetts and Arizona. Prior to working at GMU, Margo served as Professor of Special Education at Purdue University and as Assistant Professor of Special Education at Utah State University, where she also worked as a researcher at the Early Intervention Research Institute. She earned her PhD from Arizona State University. Margo has codirected federally funded research projects in mnemonic strategy instruction, inclusive science and social studies education, and writing instruction at the elementary, middle school, and high school levels, in addition to directing undergraduate and doctoral-level training grants. She has served as coeditor of Learning Disabilities Research & Practice, the journal of the Division for Learning Disabilities of the Council for Exceptional Children (CEC); coeditor of the research annual Advances in Learning and Behavioral Disabilities (Emerald); and coeditor of the CEC journal Exceptional Children. Among Margo's publications are over 200 journal articles, over 60 chapters in books, and more than 30 coauthored or coedited books. She is also the recipient of the distinguished University Professor title from George Mason University, the GMU Teaching Excellence Award, and the Virginia Outstanding Faculty Award, which is the Commonwealth's highest honor for faculty at Virginia's public and private colleges and universities.

Thomas E. Scruggs, PhD, is University Professor Emeritus, College of Education and Human Development, George Mason University. He served as a classroom teacher for students with a variety of mild, moderate, and severe disabilities, including gifted students, at the preschool to secondary levels in Massachusetts and Arizona. Prior to working at GMU, Tom served as Professor of Special Education at Purdue University, where he was also the director of the Purdue Achievement Center, and was a research/evaluation specialist at Utah State University. He earned his PhD from Arizona State University. He has directed or codirected externally funded research projects in peer tutoring, test-taking skills, mnemonic strategy instruction, and inclusive science and social studies education at the elementary, middle school, and high school levels. With Margo, Tom served as coeditor of Learning Disabilities Research & Practice, Advances in Learning and Behavioral Disabilities, and Exceptional Children. Among his publications (mostly in collaboration with Margo) are over 200 journal articles, over 60 chapters in books, and more than 30 coauthored or coedited books. Tom is also a recipient of the Scholarly Achievement Award from the College of Education and Human Development at GMU.

Tom and Margo are the recipients of the CEC Special Education Research Award and the Distinguished Research Award from the American Educational Research Association: Special Education Special Interest Group for their research efforts in working with and advocating on behalf of individuals with exceptionalities.

Kelley S. Regan, PhD, is Professor and former Academic Program Coordinator of the Special Education–General Curriculum program at George Mason University. She has served as a special education teacher of students with learning disabilities, emotional/ behavioral disorders, attention-deficit/hyperactivity disorders, and autism at the elementary and middle school levels in public day schools or self-contained settings and as a lead mentor teacher at a Professional Development School site. Prior to working at GMU, Kelley was Assistant Professor at The George Washington University where she prepared teachers of students with emotional/behavioral disorders. She received her PhD from GMU. Dr. Regan has led or co-led state and federally funded research projects in eCoaching to support the clinical preparation of in-service teachers and in writing instruction with the integration of a technology-based graphic organizer for students with and without disabilities in grades 3–12. She has also man- aged federally funded projects related to program improvement and the preparation of leadership personnel. Kelley is the former editor of the Teacher Educators' Journal, published by the Virginia Association of Colleges for Teacher Educators. Her research has been published in numerous research journals, including Exceptional Children, Behavioral Disorders, Journal of Special Education, Teacher Education and Special Education, and Learning Disability Quarterly. Kelley teaches graduate and undergraduate courses in literacy and instructional methods and mentors and teaches doctoral students.