Lesson-related cooperation and differentiation in inclusive primary classroom settings

Abstract

The methodical design of lessons plays a central role for successful inclusive learning in order to support all pupils in the best possible way. Regarding the design of inclusive teaching, research focusses on lesson-related cooperation and measures of differentiation. In this context, this paper firstly examines if pupils and teachers in inclusive primary schools are supported by additional professionals in the classroom and how teachers and additional professionals cooperate. Secondly, it investigates to which extent teachers use measures of differentiation in their lessons. Thirdly, the paper examines if measures of cooperation and differentiation are related to characteristics of the teaching units and classes, such as the heterogeneity of the pupils. The study uses a sample of N = 78 teachers from inclusive primary schools who provided information on the design of 642 lesson units. Data was collected by means of logbooks and focused on the support provided by other professionals and differentiation. Results show that another professional was present in 30% of lessons and that the “one teach, one assist” model dominated. For 50% of lessons cooperative activities related to the contents of the lesson and the support of individual pupils took place in advance. In 10% of lessons no differentiation was implemented. In 90% of the lessons differentiation was realised at least temporarily. Differentiation measures were primarily implemented in individual work phases. Results of hierarchical linear regression models indicate that cooperation and differentiation took place less often in classes situated in socially less favourable locations than in those in socially more favourable locations.