Introduction
Differentiated Learning is the instructional technique of adjusting or adapting teaching, school resources, topic content, coursework projects, and evaluation procedures to match the requirements of varied learners better. In a differentiated classroom, instructors acknowledge that all children are unique and need various instructional strategies for success (Ismajli & Imami-Morina, 2018). These comprise learners who normally lag in a conventional classroom, such as those with special needs. Differentiated instruction generally offers several benefits and drawbacks, which are covered below.
Benefits of Differentiated Learning
Recent studies have shown that K-12 schools benefit from individualized education for various student subgroups. Students with moderate or severe learning difficulties benefited more from differentiated education offered in small groups or with focused instruction than the overall student population (Powell, 2021). Students with high levels of cognitive ability who were taught in mixed-ability groups reported feeling adequately challenged by the curriculum (Powell, 2021). These learners started a new lesson with a greater depth of background knowledge. The results of standardized examinations showed improvement for students who were taught in small groups and provided a tailored curriculum to complement their textbooks. Dynamic grouping, student selection of learning activities, self-selected reading periods, and access to a broad range of texts have increased reading abilities among elementary and middle school children who employed diversified learning practices (Reis & Renzulli, 2018). Students’ reading attitudes and abilities in decoding, phonemic awareness, and comprehension increased in the classes where this research was conducted.
Drawbacks of Differentiated Learning
Inclusion and Special Education Reform
Students with impairments did not experience instantaneous inclusion. In the past 70 years, legislation has been passed to protect the rights of those with disabilities (Cornett & Knackstedt, 2020). Consequently, throughout the last few decades, the requirements of students with disabilities have been recognized, and public policies have been changed to accommodate these interests. All educational environments have the potential to be inclusive, providing students with a stimulating and supportive learning environment.
Benefits of Inclusion
Various researchers have identified many positive outcomes, such as social and academic skills, as a result of inclusion for students. Better-tailored programs in schools, deep engagement with broad curricular topics, and improved educational, communicative, and social outcomes are the three benefits associated with an inclusive learning environment, according to researchers. In short, an inclusive environment is conducive to a student’s development as a learner (Morningstar et al., 2015). Students with disabilities who are integrated into regular classrooms often find new role models, sources of inspiration, and friends among their peers. Teachers and parents report a rise in pupils’ confidence and social skills due to more opportunities for interaction and participation (Morningstar et al., 2015). Students with and without impairments gain from increased social and communicative skills due to inclusion. Inclusion in the classroom positively affects students’ perspectives with and without impairments.
Limitations of Inclusion
Regarding a child’s social needs, inclusion has disadvantages. The attitudes and viewpoints of classmates, teachers, parents, and school heads are significant barriers to inclusion. According to Kucuker et al. (2015), students with impairments exhibit more behavior problems and feelings of isolation than peers without disabilities. Compared to pupils without impairments, they also had poorer self-esteem and social ability (Kucuker et al., 2015). Thus, in inclusive classes, students with disabilities can experience frustration or overload while attempting to fulfill the demands of their coursework or tasks.
Teachers’ preconceived notions about inclusion and the confusion around the phrase “access” contribute to the problem. According to Yildiz (2015), regular educators have a typically pessimistic outlook on the requirements of students with disabilities. Educators feel that children with disabilities have greater behavioral issues and ought not to be included in the traditional classroom relative to learners without impairments (Yildiz, 2015). When teachers lack effective classroom management techniques, learners’ participation levels may drop while off-task and problematic behaviors rise.
Individuals with disabilities may experience a classroom environment where the teacher’s attitude toward them comes first, and their challenges come second. Some educators may feel that special-needs students need a field specialist to guide them through the classroom. This educator may worry that they lack the skills necessary to educate pupils with special needs or that the task is too daunting. If the instructor believes this, it will be harder for students to have a positive learning experience.
Needed Reform
A cooperation strategy between regular and special education educators is required in inclusive learning environments to serve children with disabilities. This partnership should ideally take the form of co-teaching, whereby a general education teacher is paired with a special education teacher in a classroom. One technique that may promote this change is one teach-one assist in which the general education instructor leads the classroom, and the special education teacher makes adjustments as required.
Conclusion
The dedication of a general school educator to creating an atmosphere where every individual may thrive can profoundly influence the student’s ability to learn and motivation to participate. A learner’s feeling of inclusion may be influenced by their general education instructors and the school’s administration.
References
Cornett, J., & Knackstedt, K. M. (2020). Original sin (s): Lessons from the US model of special education and an opportunity for leaders. Journal of Educational Administration, 58(5), 507-520. Web.
Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of All the Students. International journal of Instruction, 11(3), 207-218. Web.
Kucukera, S., & Tekinarslanb, I. C. (2015). Comparison of the self-concepts, social skills, problem behaviors, and loneliness levels of students with special needs in inclusive classrooms. Educational Sciences: Theory & Practice, 6, 1559-1573. Web.
Morningstar, M.E., Shogren, K.A., Lee, H. and Born, K., 2015. Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 40(3), pp.192-210. Web.
Powell, C. G. (2021). Secondary Social Studies Teachers’ Perceptions and Use of Differentiated Instruction on Students’ Affective Learning Outcomes. Iowa Journal for the Social Studies, 29(2), 73. Web.
Reis, S. M., & Renzulli, J. S. (2018). The Five Dimensions of Differentiation. International Journal for Talent Development and Creativity, 6, 87-94. Web.
Yildiz, N. G. (2015). Teacher and student behaviors in inclusive classrooms. Educational Sciences: Theory and Practice, 15(1), 177-184. Web.