Differentiated pedagogy for early-grade learners with executive function and visual processing challenges

This study is relevant as it enhances cognitive skills that are vital in a technology-driven society and promotes equitable learning by addressing executive function and visual processing challenges. Thus, the research aimed to provide various pedagogical approaches to mitigate the learning challenges of young learners with executive function and visual processing challenges. Adopting a qualitative research method, a simple random sampling of twelve participants (eight teachers and four parents) from eight public primary schools was conducted to explore teachers’ experiences and parents’ perceptions of the research phenomenon. Semi-structured interviews were used for data collection. Findings indicated that while teachers employ various differentiated strategies, including flexible grouping and multi-sensory approaches, they face significant challenges such as time constraints, resource limitations, and insufficient specialist training. The study highlighted the importance of positive teacher-student relationships and parent-teacher collaboration in successfully implementing differentiated instruction. Teachers of primary school learners who implemented structured interventions and individualised learning approaches reported improved student engagement and academic performance. The research contributed to understanding how differentiated pedagogy can effectively support early-grade learners with specific learning challenges. It recommends enhanced professional development programmes, improved resource allocation, structured assessment systems, and strengthened parent-teacher partnerships. The findings established that differentiated instruction enhances academic performance while fostering learners’ self-regulation skills and task confidence. The prioritisation of inclusive practices and teacher development by school leadership emerged as a pivotal institutional enabler. The approach advanced SDG 4 by reducing learning disparities in early education through pedagogically responsive frameworks. These findings significantly impact educational policy, teacher training, and classroom practice in supporting diverse learning needs in early-grade education