Contact Us

For more information regarding the degree in Differentiated Instruction, please contact the program director:

Dr. René Hauser
Plassmann B06
St. Bonaventure University
St. Bonaventure, NY 14778
(716) 375-4078

To Apply

For application instructions and materials, please visit our site:

 Or contact:

Phone: (716) 375-2021


MSEd Differentiated InstructionThis degree is designed for general or special education teachers in all developmental areas who wish to meet the needs of all students in increasingly diverse classrooms.

Coursework and field experience are designed to prepare teachers to meet the needs of students with special gifts and talents and those with significant learning and behavior challenges. 

The Differentiated Instruction Master’s program provides teachers with extended research-based knowledge in the areas of assessment, differentiated instructional strategies, behavioral strategies, collaborative teamwork, assistive technology, and other inclusive education issues.

The program is intended to help prepare teachers to meet the needs of the full range of students in today's inclusive and heterogeneous classrooms and has been designed in response to the need for teachers skilled in differentiated instruction strategies appropriate to the growing population of learners who are diverse in their learning and/or behavioral characteristics.

This MSED meets the criteria for, and may be used in partial fulfillment of, the requirements for professional (permanent) teacher certification in New York, and also meets the coursework requirement for the gifted education extension. The degree can be completed in as little as one year on the Olean campus and 16 months at the Buffalo Center.

Students who do not hold a Students with Disabilities certificate should apply to the Differentiated Instruction – Students with Disabilities MSED program. 

For more information about this and other Differentiated Instruction programs, please contact Dr. René Hauser, program director (see below), or take a look at our e-brochure.


You may register for an internship once you have completed 18 credit hours in your master's program.  The application should be filed by mid-semester of the semester prior to your internship in order to allow time for the placement to be arranged.  Please make an appointment with the program director to discuss your  application.  The director's signature is required before the Office of Field Services will act on your application.  It is important to note that you will have one semester from your starting date in which to complete your 50 clock hours.  During that interval you will be observed at least two times by the university supervisor. 

Please email Dr. Rene' E. Hauser with any questions about Differentiated Instruction Internships.

A Note about the Teacher Certification Entrance Requirement

The MSED in Differentiated Instruction — Gifted program requires certification for full admission. We understand that currently enrolled college students — and many who have recently graduated — will not be certified at the time of application. In these cases, St. Bonaventure offers a conditional admission that becomes finalized once certification is confirmed.

If you have not yet submitted the edTPA, apply for admission to the graduate program anyway so you can start classes this fall. We provide edTPA support as you move to finish the portfolio.  You must submit the edTPA portfolio before starting your second semester of classes.
If you are still in the process of taking some of the new certification exams, apply for admission to the graduate program anyway so you can start classes this fall. We offer information sessions, exam prep workshops and support to help you prepare for the exams. You must register for and attempt each required test before starting your second semester of classes.

News, Publications & Research

More News
Get more information about our MSED in Differentiated Instruction - Gifted program.

Program Brochure

Learn more about the Differentiated Instruction program in our electronic brochure.

Lawrence-Brown, Diana

School of Education
ACADEMIC DEPARTMENT Differentiated Instruction
CONTACT INFORMATION Office Phone: (716) 375-2165
OFFICE LOCATION Plassmann Hall, B16
  • DIFF 503. Assessment of Students with Exceptionalities 
  • DIFF 511. Foundations of Inclusive Education 
  • DIFF 515. Assistive Technology 
  • SPED 450. Advanced Teaching Methods for Students with Disabilities 
  • Ph.D., Department of Learning and Instruction, Inclusive Education, University at Buffalo
  • M.Ed., Educational Psychology, University at Buffalo
  • B.S.Ed., Elementary & Special Education, Clarion State College
  • Lawrence-Brown, D.& Sapon-Shevin, M. (2014). Condition Critical: Key Principles for Equitable and Inclusive Schooling. New York: Teachers College Press (Disability, Culture, and Equity series).
  • Magiera, K., Lawrence-Brown, D., Bloomquist, K., Foster, C., Figueroa, A., Glatz, K. Heppeler, D., Rodriguez, P. (2006). On the Road to More Collaborative Teaching. Teaching Exceptional Children Plus, 2(5), 1-12
  • Lawrence-Brown, D. & Muschaweck, K. (2004). Getting Started with Collaborative Teamwork for Inclusion. Catholic Education, 8(2), 146-161
  • Richardson, G., Lawrence-Brown, D., & Paige, S. (2004). Rejecting Pygmalion: The Social and Cultural Capital of Working-Class Women Ph.D. Students. Race, Gender, and Class 
  • Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive Strategies for Standards-based Learning That Benefit the Whole Class. American Secondary Education, 32(3), 34-62
  • Lawrence-Brown, D. (2000). The Segregation of Stephen. In Cornbleth, C. (Ed.), Curriculum Politics, Policy, and Practice. Albany: SUNY Press
TEACHING PHILOSOPHY Given individualized supports, all students can learn utilizing authentic instruction that is grounded, applied, and assessed in "real-life" community environments.
  • Teacher education and curriculum, specializing in authentic and responsive pedagogy for diverse learners.
  • Interaction of education policy and practice, including how power is exercised in schools and who benefits.
  • History of education, especially inclusion of individuals with disabilities in schools, communities, and society.
  • Social justice issues
  • Reading
  • Music
  • Hiking/camping
  • Watching stand-up comedy.