The presence of diverse learners in an inclusive setting requires teachers to reexamine the teaching and learning practices that have been applied so far. The homogeneity of learners has been replaced by a wide variety, but in many contexts teachers seem to have not adapted the learning methods to follow this trend. The use of a single learning approach ignores the different abilities of learners in learning. This study aims to describe a differentiated instruction approach as an alternative learning approach in inclusive settings. Literature shows that Differentiated Instruction has a philosophy that the learning approach should be varied and tailored to the diversity of learners in the classroom. Based on differences in learning readiness, interests, and learning styles, the teacher differentiates instruction in the content or subject matter, process, product, and evaluation.