The Level of Elementary School Teachers’ Practice of Differentiated Instruction Mechanisms for Students with Learning Disabilities
DOI:
https://doi.org/10.33977/1182-017-048-012Keywords:
Differentiated instruction, differentiated teaching mechanisms, learning disabilitiesAbstract
Objectives: The study aimed to reveal the level of elementary school teachers' practice of differentiated instruction mechanisms with students with learning disabilities. It also aimed to identify the nature of differences in their level of practicing these mechanisms in teaching students with learning disabilities based on the following variables: gender, academic qualification, years of experience, and professional training.
Methods: To achieve the study aims, the descriptive survey method was used. The study sample consisted of 120 male and female teachers from public elementary schools in the Triangle area. For data collection, a questionnaire was developed consisting in its final form of 45 items distributed across five domains: differentiation in educational content, learning environment preparation, differentiation in procedures and methods, differentiation in assessment, and output evaluation.
Results: Results showed that elementary school teachers' level of practicing differentiated instruction strategies with students with learning disabilities was moderate across domains and the total score of the tool. Results also indicated statistically significant differences between means in teachers' level of practicing differentiated instruction attributed to the effect of gender variable in favor of females, years of experience in favor of those with higher seniority, and professional training in favor of teachers who underwent training courses, while no differences were found attributed to academic qualification variable.
Conclusions: The study emphasizes the importance of applying differentiated education, and recommended conducting training courses, workshops, and dialogue sessions to train teachers on using differentiated instruction strategies in teaching students with learning disabilities.
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