Integrating Assistive Technology-Based Learning into Differentiated Instruction in Inclusive EFL Classrooms: Insights from Three Schools in Indonesia

Abstract

Inclusive education aims to provide equitable learning opportunities for students with disabilities, and accordingly, multiple approaches have been employed to accomplish this goal. This study explored the integration of Assistive Technology-Based Learning (ATBL) into Differentiated Instruction (DI) in teaching English to students with disabilities at inclusive schools. This research employed a qualitative case study approach. Data were collected through classroom observations and semi-structured interviews involving English teachers and students with disabilities. This research used thematic analysis to identify key patterns and insights. The findings revealed that the implementation of DI in inclusive classrooms had integrated ATBL, which provided an accessible and equitable learning experience for all students. The study implies that EFL teachers in inclusive classrooms can integrate ATBL into DI to provide multiple pathways for learning, giving students with disabilities meaningful access to learning content, participation, and assessment opportunities in everyday classroom practice.