Exploring the Practices, Experiences and Challenges of Teachers in Using Differentiated Instruction in an Inclusion Setting

This study explores the practices, experiences and challenges of teachers in using differentiated instruction (DI) in an inclusion setting through a qualitative research design which involved interviewing 17 participants, including 12 certified teachers and 5 paraprofessionals. Data were analyzed using thematic analysis to identify key themes and insights. Themes for DI as practiced by the teachers and other teaching personnel emerge such as strategies for optimizing learning outcomes that includes clustered subthemes of hands-on learning, art integration, project based learning and low floor high ceiling, implementation of the What I Need (WIN) time program that includes sub themes on different learning stations and small groups based on learners’ abilities and offering multiple learning pathways. Teachers’ experiences in using DI shows varying themes on their perceptions on DI and WIN time program, recurring theme of implementation of DI and their experiential insights on DI. Teachers report mixed experiences on DI with most valuing its impact and significantly enhancing student engagement and learning outcomes when implemented effectively but with some finding DI overwhelming and challenging due to time constraints and varied learners’ needs. Themes that emerge as teachers face challenges in using DI are the limited time for planning and preparation, ineffective time management and implementation and issues on class management. In resolving such challenges, solutions based themes emerge such as setting expectations, reassignment of small groups, enhancing instructional engagement, collaborative teaching and team support and continuing professional development and training. These findings provided implications for practice for refining differentiated instruction practices within inclusive classrooms