Implementing Differentiated Instruction in Inclusive Classrooms: Exploring Saudi Teachers' Perceptions and Experiences

Abstract

Differentiated instruction (DI) is one of the teaching methods that can be used successfully with all learners including but not limited to gifted and talented children. Therefore, more light should be shed on the issue of using differentiated instruction in inclusive classrooms that serve all students, especially GT students. The fundamental purpose of this phenomenological study was to identify Saudi teachers’ perspectives on differentiated instruction in inclusion classrooms in Jazan school district. There are previous studies that examine the topics of teachers’ perspectives of differentiated instruction or teachers’ perspectives of inclusion classrooms, but there is little research on the combined topics. I utilized semi-structured interviews with teachers from different grade school levels (elementary, middle, and high schools) in Saudi Arabia. The study involved interviews with 10 elementary, middle, and high school teachers from Jazan school district. The participants were clear about their successes and concerns relating to differentiated instruction in inclusive classrooms. Six themes emerged from the data: (1) Saudi Teachers’ Understanding of Differentiated Instruction, (2) Saudi Teachers’ Implementation of Differentiated Instruction, (3) Benefits of Differentiated Instruction in Inclusive Classrooms, (4) Challenges of Differentiated Instruction in Inclusive Classrooms, (5) Teachers’ Professional Development of Differentiation, and (6) Addressing and Meeting Teachers’ Demands. The findings of this study try to fill the gap in the literature by contributing to a better understanding of teachers’ perspectives on differentiated instruction in Saudi classrooms. Teachers work hard to meet the individual needs of students through differentiated instruction. This can be challenging in inclusion classrooms where there are diverse learning abilities. The data in this study may provide school districts with evidence they may need to provide professional development training for teachers in DI for all grades and disciplines.