TY - JOUR
T1 - Teachers’ perspectives on the use of differentiated instruction in inclusive classrooms
T2 - Implication for teacher education
AU - Onyishi, Charity Neejide
AU - Sefotho, Maximus Monaheng
N1 - Publisher Copyright:
© This article is retained by the author(s), with first publication rights granted to the journal.
PY - 2020
Y1 - 2020
N2 - 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.
AB - 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.
KW - Differentiated instruction
KW - Diverse learners
KW - Inclusive education
KW - Teachers
UR - http://www.scopus.com/inward/record.url?scp=85091182660&partnerID=8YFLogxK
U2 - 10.5430/ijhe.v9n6p136
DO - 10.5430/ijhe.v9n6p136
M3 - Article
AN - SCOPUS:85091182660
SN - 1927-6044
VL - 9
SP - 136
EP - 150
JO - International Journal of Higher Education
JF - International Journal of Higher Education
IS - 6
ER -