Differentiated Learning for Students with Special Needs in Inclusive Schools

The research aims to examine how teachers understand and perceive the influence of differentiation on
instructional practices. This qualitative research aims to explore the perceptions of a teacher in implementing
differentiated learning in students with special need in inclusive schools. The study interviewed 32 teachers
(included senior, junior, and primary school) using observation and interview questions to promote
conversational dialogue. The interview questions afforded teachers opportunities to share their thoughts, feelings,
and experiences pertaining of differentiated instruction about students learning profiles. Data analysis revealed
the following aspects: (1) the learning that provides opportunities for students to learn naturally and efficiently,
(2) the learning that provides opportunities for students to work independently and in groups, and (3) providing a
conducive learning climate with various learning preferences. The study found that the teacher has not yet
understood and taught students based on student learning profiles. Consequently, the research results form the
basis for developing a differentiated learning model for a student with special needs in inclusive classes. This
study supports training for regular teachers and special educators specifically about the application of
differentiated learning.