Differentiated instruction : definition and challenging factors perceived by teachers

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creativework.keywordsChallenges | Definition | Differentiated instruction | Inclusive education | Special education needs
dc.contributor.authorShareefa, Mariyam
dc.contributor.authorZin, Rohani Hj Awg Mat
dc.contributor.authorAbdullah, Nor Zaiham Midawati
dc.contributor.authorJawawi, Rosmawijah
dc.date.accessioned2024-10-08T07:32:54Z
dc.date.available2024-10-08T07:32:54Z
dc.date.issued2019-12
dc.description.abstractDifferentiated Instruction (DI) is a teaching strategy teachers adopt to attend to student diversity in inclusive classrooms. The aim of this paper is to explore teachers’ definition of DI while identifying the challenges experienced in implementing DI strategies. Data for the study were collected from both mainstream teachers and Special Education Needs (SEN) teachers selected from 30 Maldivian schools in which inclusive education is practiced. A total of 368 mainstream teachers and 32 SEN teachers were surveyed with an open-ended questionnaire, and a semi-structured interview was conducted for 8 teachers purposively selected from survey participants. To analyse the data of both the survey and interviews, the open coding strategy (Rossman & Rallis, 2011) was used. Findings revealed that definition of DI can be explained by associating three major facets:(1) use of different strategies (2) addressing student diversity, and (3) advancement of student learning. Six major categories pertaining to challenges were also identified:(1) time,(2) resources,(3) knowledge,(4) class size,(5) support, and (6) workload. These findings are discussed in depth, and implications for practice are suggested.
dc.formatpdf
dc.identifier.urihttps://hoba.ium.edu.mv/handle/1/2925
dc.language.isoen
dc.publisherAtlantis Press
dc.subjectEducation | ތަޢުލީމު
dc.titleDifferentiated instruction : definition and challenging factors perceived by teachers
dc.title.alternativeAdvances in Social Science, Education and Humanities Research, vol. 388
oaire.citation.title3rd International Conference on Special Education (ICSE 2019)
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