Use of Differentiated Instruction at Special Education Schools: Teachers’ Perspective

Abstract

The study was designed to explore teachers’ perceptions about implementation of differentiated instruction for special students by adopting quantitative approach. A questionnaire was used to collect data from the teachers of special education schools. The survey design involved the administration of questionnaire to special education teachers in selected schools within the target population. The target population for this study comprised special education teachers working in specific schools within the designated divisions of South Punjab. By adopting convenient sampling method, 346 teachers from special education schools were selected as the sample of the study. The value of Cronbach’s alpha (0.836) showed that questionnaire was highly reliable. The collected data was analyzed by using Statistical Package for Social Sciences (SPSS). Findings showed that there was no significant difference in the opinions of teachers by gender and locality about implementation of differentiated instruction. Teachers were also in favor of using customized instruction, agreement about the fact that support for employing small groups, multisensory teaching, instructional decisions, pre assessment, varied learning activities, taking ownership, guiding, supporting students, individual learning, developing groups and feasibilities, understanding of students' learning profiles. Teachers had negative opinions about cooperative learning methods, peer tutoring, respecting opinion, curriculum development, assigning worksheets, student needs, adopting alternative methods and divergent thinking. Findings showed that lack of support, limited resources, behavioral challenges, time constraints were the major barriers. It was recommended that differentiated instructions could b improved by adopting including assessment techniques, developing plans, adopting technology and adaptation of advanced differentiated techniques.