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Differentiated Instruction For Students With Significant Disabilities In Inclusive Secondary Classrooms, Oghenevwaire Odeworitse Malomo

Walden Dissertations and Doctoral Studies

Secondary general education teachers often face many challenges when differentiating instruction to meet the learning needs of students with significant disabilities (SD) in an inclusive secondary general education classroom. A qualitative case study that included eight general education teachers from different content areas in southwest state in the US was used to investigate the general education teachers’ perception of the challenges they face when differentiating instruction to meet the learning needs of students with SD in an inclusive secondary general education classroom. Tomlinson’s differentiated instruction (DI) model serve as the conceptual framework for this study, which emphasizes maximizing learning for …