Weaving the Threads of Diversity: Exploring How General Education Teachers Differentiate Instruction Across Content, Process, Assessment, and Classroom Environment in Response to Student Academic, Developmental, Behavioral, Cognitive, and Emotional Needs

Ineffective teaching in inclusive classroom is alarming. Using qualitative descriptive study, I explored the general education teachers consider when teaching mainstream learners within inclusive classroom settings. I interviewed 10 purposively selected teachers and analyzed their data using thematic analysis. Learners vary in needs and styles, express learning differently, and benefit from supportive classrooms that value growth. I found that general education teachers differentiate instruction by considering student academic, developmental, behavioral, cognitive, and emotional needs across lesson content, learning processes, product assessment, and the classroom environment to ensure effective and inclusive learning. Education leaders may provide training to help teachers adapt instruction and develop skills in identifying diverse learner needs for effective differentiated teaching. Future studies may use Multiple Linear Regression and Exploratory Factor Analysis to examine and measure how key aspects of differentiated instruction influence its effectiveness.

Differentiated instruction, content, process, assessment, classroom environment

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