Differentiated instruction : expanding classroom opportunities for students with learning disabilities

Abstract EN

This study explored classroom experiences of students with learning disabilities and also investigated the impact of Differentiated Instruction on their cognitive abilities and classroom participation.

The study employed exploratory sequential mixed method design.

Data were collected from 623 participants.

Instruments involved Focused Group Discussion, Learning Style Inventory, Learning Disability Evaluation Scale, Big Five Inventory, Active Learning Inventory, and Wechsler Adult Intelligence Scale.

Data were analyzed using thematic analysis, MANOVA and MANCOVA.

Results indicated that students with learning disabilities within general education classroom were mostly neglected during classroom instruction.

This resulted into inferiority complex, frustration, isolation, low classroom participation and poor cognitive ability.

Differentiated Instruction was found to be significant on participants’ higher cognitive abilities and higher complexity level of classroom participation than single approach.

The study recommended that instruction should be differentiated to accommodate learning styles, learning impairments and personality profiles of all students within general education classroom.