Abstract
The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.
Highlights
Inclusion presupposes a philosophy of acceptance, where all people are valued and treated on equal terms
Evidence exists that the placement of pupils with disabilities at mainstream schools has not been followed by meaningful access to learning (Nind & Wearmouth, 2006; Scruggs, Mastropieri, & McDuffie, 2007) even though there is emerging evidence that even students with significant cognitive disabilities can benefit from access to the general education curriculum (Wehmeyer, 2011)
Slee (2013) argues that the current policies on inclusion employs mechanisms such as the increased enrolment of students in specific disabilities, which determines the financial support allocated to schools. This process creates more strangers, more surplus children and more exclusion. Contrariwise, those who support the continuation of special programmes believe that special education is a service which needs to remain alive in mainstream settings and that not all students’ needs are best served in mainstream schools (Forbes, 2007; Zigmond & Kloo, 2011)
Summary
Inclusion presupposes a philosophy of acceptance, where all people are valued and treated on equal terms It is seen as both a base for future school development and an unending process that fosters participation for all students. Inclusion represents school improvement on many levels As such, it involves the development of practices which aim to reorganize schools as places of equal opportunity for all students to participate and learn. 2004/UK; IDEA, 2004/USA) have charged schools with developing inclusive practices so as to increase participation and improve the quality of education to all students. Schools are encouraged to design and implement practices which are constantly inclusive since the number of students with diverse learning needs is increasing. Evidence exists that the placement of pupils with disabilities at mainstream schools has not been followed by meaningful access to learning (Nind & Wearmouth, 2006; Scruggs, Mastropieri, & McDuffie, 2007) even though there is emerging evidence that even students with significant cognitive disabilities can benefit from access to the general education curriculum (Wehmeyer, 2011)
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