The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

Abstract

Abstract. The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.

Connecting teacher collaboration to inclusive practices using a social network approach

“…Differentiated instruction is a highly promising approach to guide teachers in addressing these diverse educational needs as this approach aims to maximise the learning opportunities of all learners by pro-actively modifying curricula and instructional practices to the student's readiness, interests and learning profile (Broderick, Mehta-Parekh, & Reid, 2005;Tomlinson et al, 2003). Studies suggest that successful inclusion is more likely to be evident in classrooms in which teachers differentiate their instruction relative to their students' needs (Beecher & Sweeny, 2008;Lawrence-Brown, 2004;Strogilos, 2018). Put together, teachers' positive beliefs towards inclusion and differentiated instruction are considered at the heart of inclusive education.…”

Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan

“…Differentiation is embedded in the beliefs of variability among learners, such as interests, learning styles, preferences, abilities, and needs (Tomlinson, 2008). Strogilos (2018) argued that DI is a prerequisite and an appropriate approach for the inclusion of children with SEND in mainstream classrooms. Westwood (2015) also acknowledged that DI is fundamental to the concept of inclusion and stated that, to effectively accommodate children with SEND in mainstream classes, teachers must 'possess a wide range of teaching and management strategies' (p. 2).…”

Empowering Persons with Intellectual Disabilities Through Work/School Alternation: a Positive Case study

“…The methods of accompaniment can take very different forms: from contact activities with companies to mentoring, from support to families to interviews with health and social workers. These actions promote a process of change and awareness in the student subject acquires a new professional identity, that of a worker, who is asked to perform a job independently [16]. A third aspect highlighted is the importance of the networks both at the beginning, when it is necessary to establish contacts with families and local authorities and at the time of entry into the production context.…”