Teachers’ Perspectives on the Use of Differentiated Instruction in Inclusive Classrooms: Implication for Teacher Education

Abstract

Implementing differentiated instruction (DI) in inclusive classrooms presents many challenges that often limit the teachers’ ability to use the strategy. Research tends to indicate that, though DI is a viable approach to meeting the le individual learner’s needs in mixed ability classrooms; it is poorly implemented in regular schools. This study sought to investigate the perspectives of primary school teachers on the use of DI in an inclusive classroom in Enugu state, Nigeria. The study adopted a descriptive survey research design using a sample of 382 primary school teachers in the study area. Data were collected using a validated researcher-developed Teachers’ Use of Differentiated Instruction Questionnaire (TUDIQ). Percentages, pie-charts, and bar charts were used in analyzing and presentation of data collected for the study. Results indicated that the extent to which teachers implement DI was low, and time constraint limits the use of DI. The results further revealed that teachers need more information on how to develop rubrics; students’ directed assessments; how to manage large class while implementing DI; how to use differentiated instruction without watering down the curriculum contents; the need for changes in classroom structure to accommodate small groups; and the need for more training on DI and the provision of diverse learning aids in schools. The implication for teacher education is that DI has to form critical curriculum content for colleges of education and faculties of Education in the Universities.

A blended rational emotive occupational health coaching for job-stress among teachers of children with special education needs

“…Such teachers' high levels of stress reactions could be due to negative and dysfunctional perception of their experiences in teaching children who present the need for special education. This is because, such teachers are required to implement curriculum adaptations, and individualized education programs (IEPs) and compulsory differentiation ( Ukonu and Edeoga, 2019 ; Yusuf et al, 1937–1942 ; Onyishi and Sefotho, 2020 ), that may trigger irrational beliefs/orientations leading to aversive stress reactions ( Ellis, 1994 ). Such negative reactions to work-place stressors can be changed using a rational emotive occupational health Coaching (REOHC) to bring about positive health and occupational outcomes ( Ogba et al, 2020 ).…”

Stress in teachers of children with neuro-developmental disorders: Effect of blended rational emotive behavioral therapy

“… 2 , 4 In addition to the regular teachers’ work, teachers of children with NDDs are required to implement curriculum adaptation; individualized education programs (IEPs), and compulsory differentiation. 5 – 8 These generate heightened psychological stress and reduced perception of efficacy. Overall, teachers manifesting elevated levels of stress demonstrate signs of dysfunctional distress, usually symptomatized in high anxiety and low psychological well-being.…”

Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic

“…Considerable support from the central and local governments (Cui, Lei, & Zhou, 2018) is needed Cui et al (2018); Onyishi and Sefotho (2020) (Chien, 2020a) that can help to facilitate the implementation of an independent curriculum. Schools must provide adequate funding (Aliyyah et al, 2020) and facilities (Carol & Jodie, 2021) for the implementation of learning according to the content of the independent curriculum centered on students (Akib et al, 2020;Aurini & Davies, 2021) and differentiated (Onyishi & Sefotho, 2020).…”