Application of Individualization and Differentiation in Czech Primary Schools-one of the Characteristic Features of Inclusion

Kratochvílová, Jana; Havel, Jiří

doi:10.1016/j.sbspro.2013.10.075

Cited by 7 publications

(4 citation statements)

References 2 publications

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“…Some researchers separate the concepts of DI and individualised instruction, and emphasise that the latter term means adapting learning goals and content to the abilities of individual children with special needs by creating separate individualised education programmes (IEP) for them (Landrum and McDuffie 2010), whereas DI is considered an academically responsive approach that creates opportunities for all children to learn (see Raveaud 2005;Stollman et al 2019;Tomlinson 2014). Others view these concepts as identical, and some consider differentiation as a narrower concept within individualisation (Kratochvílová and Havel 2013;Landrum and McDuffie 2010). In this study, DI is understood as a general concept, covering teachers' positive understanding of diversity and belief in all students' potential as well as their commitment to certain pedagogical principles, such as community building, flexible curricula, teaching up, varying group practices and ongoing assessment.…”

Section: Defining DImentioning

confidence: 96%

The meanings of differentiated instruction in the narratives of Eritrean teachers

Zerai

Eskelä-Haapanen

Posti-Ahokas

et al. 2021

Pedagogy, Culture & Society

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The principles of inclusive education largely accepted by governments of different countries require differentiated classroom instruction to meet the diverse needs of individual students. Despite this, teachers have differing experiences and understandings about implementing differentiated instruction (DI) and heterogeneous classrooms. This narrative study aimed at exploring the meanings of DI in the Eritrean context, where teachers are not explicitly familiar with the concept, although their teaching practices reflect some level of differentiation. The research data consisted of 17 narrative interviews with Eritrean mathematics and science teachers. The results of the narrative analysis showed that the teachers constructed five meanings of DI in their narratives: as a caring orientation, as a flexible pedagogic approach, as a selfreflective process, as a failed attempt and as a demanding approach. The majority of the narratives were found to produce positive meanings of DI, and the teachers constructed strong agency towards carrying out DI. These examples of sophisticated DI practices in the teachers' positive narratives could be utilised to implement DI, even in situations where teachers have limited resources and training and in contexts with large class sizes.

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Section: Defining DImentioning

confidence: 96%

The meanings of differentiated instruction in the narratives of Eritrean teachers

Zerai

Eskelä-Haapanen

Posti-Ahokas

et al. 2021

Pedagogy, Culture & Society

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“…Differentiation and individualisation are designed to lead to a simultaneous motivation of all students to master individual tasks and achieve goals (Tomlinson 2014;Coubergs et al 2017). In line with this, Kratochvílová and Havel (2013) outline the application of differentiated and individualised teaching approaches as a significant feature of inclusive education. Although these practices require a systematic implementation approach, inclusive practices are in some instances performed unconsciously in an unplanned way (Chan et al 2002;Yuen, Westwood, & Wong, 2005).…”

Section: Differentiation and Individualisationmentioning

confidence: 99%

Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis

Lindner

Schwab

2020

International Journal of Inclusive Education

110

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This study integrates research about differentiation and individualisation in inclusive education since the UN Convention on the Rights of Persons with Disabilities in 2006 (United Nations, 2006). The concept of inclusive education for all learners increases the requirement for teachers to create educational spaces that encourage stimulating teaching and learning processes. Accordingly, a methodological shift from the traditional 'one-sizefits-all' model to individualised teaching and learning offers a starting point for educational equity. The aim of this paper is to investigate the progress of differentiated and individualised teaching practices in inclusive classroom settings considering collaboration and teamwork, instructional practices, organisational practices and social/emotional/behavioural practices (see Finkelstein, Sharma, & Furlonger, 2019. "The Inclusive Practices of Classroom Teachers: A Scoping Review and Thematic Analysis." International Journal of Inclusive Education, 1-28). Results of a criteria-based review considering papers from 2008 to December 2018 encompass 17 articles that were included in the narrative synthesis. Results indicated that the following aspects are characteristic of inclusive education: collaboration and coteaching, grouping, modification (of assessment, content, extent, instruction, learning environment, material, process, product and time frame), individual motivation and feedback, and personnel support of students. Implications of the findings and gaps in the research have been outlined.

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“…In corroborating, the systematic literature review of Lindner and Schwab (in press) acknowledged that collaboration and co‐teaching, grouping, modification (e.g., of assessment, content, extent, instruction, learning environment, material), motivation and feedback, and individualised student support were all characteristics of inclusive education. Among these characteristics/aspects/domains, two specific aspects seem to be common among most definitions: course individualisation (e.g., taking students’ individual achievements, feelings and/or interests into perspective; e.g., Jordan, Glenn, and McGhie‐Richmond, 2010; Jordan, Schwartz, and McGhie‐Richmond, 2009; Kratochvílová and Havel, 2013) and the use of differentiated instruction (e.g., Connor and Cavendish, 2018; Coubergs, Stryven, Vanthournout, and Engels, 2017; Shogren et al, 2015; Suprayogi, Valcke, and Godwin, 2017).…”

Section: Introductionmentioning

confidence: 99%

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Schwab

Alnahdi

2020

Research in Spec Educ Needs

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Applying the 'theory of planned behaviour' to teachers' actions in the classroom, it can be assumed that teachers' positive attitudes towards inclusive education and high self-efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate factors influencing teachers' use of inclusive teaching practices. In total, 221 (188 female and 33 male) Austrian in-service teachers participated. Participants filled out the attitudes towards inclusion scale (AIS), the Teacher Efficacy for Inclusive Practices Scale (TEIP) and the teacher version of the Inclusive Teaching Practices Scale (ITPS-T). Results showed that teachers had high self-perceptions towards their use of inclusive teaching practices; compared with secondary school, primary school teachers reported using more inclusive teaching practices; there was no difference between expert and novice teachers; teachers' attitudes and self-efficacy were associated with inclusive teaching practices; and self-efficacy predicted teachers' use of inclusive teaching practices. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Application of Individualization and Differentiation in Czech Primary Schools-one of the Characteristic Features of Inclusion

Cited by 7 publications

References 2 publications

The meanings of differentiated instruction in the narratives of Eritrean teachers

The meanings of differentiated instruction in the narratives of Eritrean teachers

Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

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