Differentiated instruction (DI) is an approach to learning that allows teachers to meet the unique needs of pupils in the classroom. This study aimed to explore the extent to which DI is implemented in learning to improve the science process skills (SPS) of Intellectually Disabilities (ID) pupils in inclusive primary school education. This…

This qualitative study explores what contributes to the development of differentiated instruction (DI) through the use of curriculum modifications for the inclusion of students with special educational needs (SEN) in three primary Singaporean schools. Data were collected through semi-structured interviews, descriptive observations, lesson plans…

By utilizing targeted professional learning and predifferentiated, tiered, and enriched mathematics curriculum, teachers gained an understanding of differentiation of content and the value of differentiating content for their students. They also reported a stronger understanding of how to differentiate content in the classroom. However, several…

Instructional quality is a central element in the context of teaching and learning. However, there is still a lack of clarity on what is meant by good inclusive education. In the present study, N = 24 primary school teachers from Germany were interviewed about their understanding of good inclusive teaching. The results of the qualitative study…

Research has established that implementing evidence-based practices with a high procedural fidelity is integral in promoting positive outcomes for students with moderate-to-severe disabilities and more significant support needs. However, special education teachers who teach students with moderate-to-severe developmental disabilities often lack…

Research has established that implementing evidence-based practices with a high procedural fidelity is integral in promoting positive outcomes for students with moderate-to-severe disabilities and more significant support needs. However, special education teachers who teach students with moderate-to-severe developmental disabilities often lack…

ADHD is a behavioral cognitive correlate of achievement associated with lower reading performance. The externalizing and internalizing symptoms that characterize ADHD behaviors negatively impact the engagement of students experiencing reading difficulties and the ability to regulate attention and behavior during the reading acquisition process.…

Primary school students with both giftedness and learning disabilities (SGLD) in inclusive educational settings may not always receive a differentiated curriculum. Differentiation in all-level classrooms is necessary for consistently meeting the needs of SGLD. There is insufficient research on teachers' knowledge of SGLD and differentiation in…

This study investigates how regular teachers support the inclusion of students with special educational needs in heterogeneous classrooms, focusing on instructional arrangements for fostering both social and academic inclusion. Conducted as two descriptive case studies in primary school classrooms, the research involved classroom observations and…

This study explores opportunity to learn (OTL) during mathematics activities for a nine-year-old student girl with difficulty in mathematics. We conducted a teaching experiment comprising 15 instructional sessions. To better understand the student's OTL, our qualitative analysis focused on how she student demonstrated self-regulation in response…

Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students' social participation, empirical evidence is scarce. Therefore, the purpose of this paper is…

This study investigated Chinese special education teachers' perceptions and practices of individualizing instruction for students with intellectual and developmental disabilities (IDD). Semistructured interviews were conducted with 31 teachers who taught elementary Chinese language arts and math in six public special education schools for students…

With this article, we investigate how primary school teachers create enabling environments to accommodate diversity in their classrooms. In the study reported on here, we used the qualitative research approach and a case study research design was adopted. Five primary school teachers were recruited through purposive sampling to participate in the…

In a multi-year randomized control trial, paraeducators received targeted coaching and professional development to implement an individualized intervention for elementary or middle school students with intellectual and developmental disabilities (IDD). Paraeducators in the study's two treatment conditions delivered an early literacy intervention…

This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional…