BRIDGING DIVERSITY IN LEARNING: TEACHERS’ PERCEPTIONS AND PRACTICES OF DIFFERENTIATED INSTRUCTION IN INCLUSIVE CLASSROOMS

Abstract

Differentiation Instruction (DI) has been widely acknowledged as an effective teaching strategy to meet the needs of a diverse learner in an inclusive classroom. The present research examined the perceptions of DI practices by teachers with respect to perceived benefits, challenges, attitudes, and self-efficacy. The quantitative descriptive survey design was utilized, and a structured Likert questionnaire was used to gather data on 72 teachers, who worked in inclusive schools. The tool has been reviewed by the professionals and was proven to have satisfactory reliability. The data was analyzed using descriptive statistics such as means and standard deviations. The results showed that teachers have a positive attitude towards DI. The majority of the respondents responded that DI does increase student engagement, academic performance, and especially among students with disabilities, and increases inclusiveness by minimizing achievement gaps (M ≈ 4.00-4.17). Teachers also admitted that DI gives flexibility in the teaching practices, creativity and enhances the interaction between teachers and students. Nonetheless, a number of issues are an impediment to successful implementation. The key obstacles created were: absence of instructional materials (M = 4.15), large curriculum requirements (M = 4.14), a limited amount of planning time (M = 4.07), and the lack of administrative support (M = 4.04). Moreover, the high-sized classes, different needs of learners, and the lack of cooperation with special educators were mentioned among the major limitations. Teachers were not very certain about their ability to utilize DI (M = 3.89), although their readiness to continue to develop DI-related skills was great (M = 4.04). The research shows a discrepancy between the positive attitudes and the real action. It suggests professional development that is focused, better provision of resources, and more institutional support to increase DI practices in inclusive classrooms.