Best Planning Practices for Differentiated Instruction for Learners With Disabilities

Abstract

This chapter discusses the best planning practices for differentiated instruction for learners with disabilities. The inclusion classroom should be facilitated by the teacher with a spirit of “Ubuntu.” Best planning practices assist the teacher to give each learner with disabilities a multitude of ways of learning and to achieve learning goals. It also elucidates differentiated instruction and “Ubuntu” as an essential concept and the importance of differentiated instruction in the education of learners with disabilities. It focuses on the components of differentiated instruction, classroom arrangements, and ways of managing it during teaching and learning. Further, it provides strategies that could be used to restore “Ubuntu” in education and to assist teachers to customise their teaching approach to the learning styles of their learners. The chapter clarifies ways of differentiating instruction for special education and identifies challenges that teachers face when teaching learners with disabilities and concludes by explaining various teaching methods of differentiated learning.

The Differentiated Learning Method (DLM) Practices in Malaysia

“…Heterogeneous classroom refers to a classroom which consists of students with various culture, mother tongues, learning profiles and personalities. Meanwhile, mixed ability classroom refers to a classroom which consists of diverse learners in terms of proficiencies and academic abilities (Luhalima, & Mulovhedzi, 2022)…”