Early Childhood and Elementary Teachers' Perceptions of the Effectiveness of Differentiated Instruction in Inclusive Classrooms

AnnaMaria Paternostro

Co-Presenters: Individual Presentation

College: College of Education

Major: MA.SPED/AUTISM/DEV

Faculty Research Mentor: Janet Fike  

Abstract:

The goal of this study is to understand the perspectives of general and special education teachers on how effective the implementation of differentiated instruction (DI) is in inclusive classrooms.The research survey gathers information about professional development and experiences with using differentiated instruction. It includes how they use DI in subject areas and what they find most challenging and beneficial for students with and without disabilities. The findings of this research may determine that there is a need for more professional development on how to implement differentiated instruction in inclusive classrooms.