Teachers’ attitudes towards and perceptions of diverse practices of differentiated instruction

General and special needs teachers in Austria and Switzerland met four times locally and three times binationally to develop their inclusive teaching. Based on video clips of their own lessons, differentiated instruction (DI) practices were discussed. The twelve teachers were interviewed to find out more about their attitudes towards DI practices. A mixed-methods research design was employed to investigate the occurrence of DI practices and the extent of consistency in attitudes and perceptions regarding DI. This study examines the theoretical assumption that attitudes guide teachers' perceptions. Six major groups of DI practices were identified: DI of content/goals, learning time, material, open education, individualisation, and individual support. Given the frequency with which these practices were observed, it became evident that there were specific differences between countries. Across all practices, it was evident that the frequency of DI practices, as observed in the interviews and perceptions, showed a considerable degree of consistency. • A model with differentiated instruction (DI) practices that alternate between teacher-led and student-centred activities provides orientation. • Seven groups of DI practices were identified in interviews and video analysis. • Teachers' attitudes towards DI broadly corresponded with their noticing of DI practices. • More heterogeneity in class related to more open forms of DI practices.