Differentiated Instruction: An alternative learning approach for all learners in inclusive setting

Abstract

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 The homogeneity of learners has been replaced by a wide variety, but in many contexts teachers seem to have not adapted the learning methods to follow this trend.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.

The implementation of differentiated learning in ELT: Indonesian teachers’ readiness

“…They include: 1) setting personalized learning goals for each student based on their individual strengths, weaknesses, and interests; 2) utilizing a variety of instructional methods, including direct instruction, group work, problem-based learning, and inquiry-based learning, to address various learning styles; 3) providing adaptive materials that match the complexity and difficulty level of students' abilities; 4) creating flexible groups based on students' specific needs, such as ability level, interest, or learning style, to ensure targeted instruction; 5) employing different types of assessments, such as quizzes, projects, and presentations, to assess students' progress and offer feedback; 6) offering additional support, such as extra practice, oneon-one tutoring, or peer collaboration, to students who require it; 7) encouraging student-centered learning by enabling students to choose topics, set their own goals, and reflect on their own progress; 8) encouraging collaborative learning by creating an environment where students can learn from and help each other; 9) giving individualized feedback that is specific, constructive, and based on each student's needs, and giving students the freedom to work at their own pace, and offer extra support or enrichment activities when necessary. These strategies can assist teachers in developing a learning atmosphere that is more inclusive and captivating, tailored to the diverse requirements of senior high school students in Indonesia (Fatmawati et al, 2023;Jufrianto et al, 2023;Lisdiana et al, 2018;Primadani, 2020;Wahyudi et al, 2023).…”

The Development of the Sariswara Method in Accommodating the Students' Diversity in Thematic Learning Material of Elementary School

“…The education development in Indonesia must adjust for various students' backgrounds without exception, even though they have various learning needs and characteristics. For this reason, education is expected can receive all student characteristics (Andini, 2014;Lisdiana et al, 2019;Salamanca, 1994;Sunanto, 2016;Tomlinson, 2000). Fair and safe conditions protecting and fulfilling their rights and needs are the purpose of the inclusive educational characteristic currently intensively developed in Indonesia (Salamanca, 1994).…”

Implementation of Inclusive Education in Learning Process at Senior High School Malang City, Indonesia

“…At least, schools must prepare themselves with innovations so that children with special needs can follow the learning process well (Tarnoto, 2016). These innovations start from the introduction of inclusive education, identification of children with special needs, curriculum development, teaching methods, instructional media, teacher competencies, assessments, to academic and non-academic services that must be arranged in such a way and certainly requires a significant amount of time and money (Lisdiana, Hufad, & Tarsidi, 2018).…”