Factors associated with inclusive classroom teachers' implementation of differentiated instruction for diverse learners
Abstract
The purpose of this research was to examine teachers’ knowledge as well as their perception regarding the implementation of differentiated instruction. This study also explored factors that teachers perceive as barriers in implementing differentiated instruction in inclusive classrooms. The Teachers’ Perception and Knowledge Regarding Differentiated Instruction (TPKRDI) instrument was used in this study to measure teachers’ knowledge and perception regarding differentiated instruction and to examine factors that are barriers to implementing differentiated instruction in inclusive classes. The sample data consisted of 220 surveys that were completed and returned by high school regular education and special education teachers who were certified to teach core academic subjects (English, math, science, and social studies) from 10 high schools in middle Tennessee in Davidson and Rutherford counties. The findings from the study suggest that teachers’ perception about and knowledge of differentiated instruction was directly related to their practice of using it in inclusive classrooms. The results indicate that there was a statistically significant relationship between teachers’ perception about and knowledge of differentiated instruction and their practice of using it in inclusive classrooms. Findings from the study also revealed that content knowledge/skills was the most significant factor that affected teachers’ decisions for using differentiated instruction in inclusive classrooms. Time was also identified as a factor. Based on the findings of this study, it is recommended that this study be replicated after professional development in differentiated instruction has been in the district for several years, and compare EOC (End of Course) results to see whether scores increase once differentiated instruction is taking place in all classrooms. It is further recommended that a similar study be conducted using a different population such as elementary and middle school teachers who teach core academic subjects (English, math, science, and social studies).
Subject Area
Special education|Curriculum development
Recommended Citation
Scheniquah King,
"Factors associated with inclusive classroom teachers' implementation of differentiated instruction for diverse learners"
(2010).
ETD Collection for Tennessee State University.
Paper AAI3433402.
https://digitalscholarship.tnstate.edu/dissertations/AAI3433402