Use of Differentiated Instructions for the Inclusion of All Learners: Insights from the Prospective Teachers in Pakistan

Abstract

The move for inclusive education has successfully completed the advocacy phase of this new concept in Pakistan. Punjab is now actively engaged in adapting its entire system of over fifty thousand primary schools to embark on this new journey. It seems, therefore, important to see to what extent the prospective teachers are ready to take up this task in the future. This study was conducted to investigate the perceptions of prospective teachers about the knowledge and use of differentiated instructions to implement inclusive education effectively in regular classrooms. DIS; Roy, Guay, and Valois (2015)were used to collect data. The sample of the study consisted of 162 prospective teachers enrolled in B.Ed.Hons. Education and B.Ed. Hons. Special Education in two major public sector universities. The findings of the study indicated that prospective teachers understand differentiated instruction as a strategy in inclusive education, but they lack knowledge in practicing and adaptation processes.