Abstract
A number of research findings show that, because of the phenomenon of classroom heterogeneity, in our days, there is a need for the application of differentiated instruction. The latter is a modern teaching approach, which has as its ultimate objective the provision of the best possible education for pupils with special educational needs, including autism. By applying differentiated instruction, the teacher can enhance the learning skills of students as well as contribute to their cognitive and socio-emotional development. The purpose of this research is to investigate the effectiveness of differentiated instruction in the writing and reading skills of a boy with autism in early childhood education. To this end two types of research methodologies were applied, qualitative research (semi-structured interviews) and action research through a series of activities, based on the principles of differentiated instruction. The results of this research showed that the application of differentiated instruction has produced positive results, for the boy who has autism, in both reading and writing.
Highlights
ObjectivesIn Greece and abroad, there has been a rapid change in the composition of the school classes [1,2,3]
In order to prove the effectiveness of differentiated instruction the researchers carried out a short post-test, which included four activities based on the lesson plans and interviews of the mother, the nursery school teacher and the special education teacher
In order to achieve the ‘construction of a school for all’ it is necessary to intervene as early as possible to accurately assess the potential weaknesses of each student, to support the school environment and to implement specific training programs that meet the individual needs of each student
Summary
In Greece and abroad, there has been a rapid change in the composition of the school classes [1,2,3]. Students with special educational needs seem to present a strong heterogeneity in the classroom [4]. The latter usually display specific skills and special needs during their educational careers [5]. This brings to the fore a new challenge for the entire educational community. A modern response to this challenge is
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