Challenges of Special Education Teachers in Applying Differentiated Instruction for Children with Specific Learning Disabilities in Inclusive Setup

Abstract

Inclusive education aims to provide equitable access and meaningful involvement of learners with Specific Learning Disabilities (SLD), and differentiated instruction (DI) is an essential pedagogical strategy in order to cater to the needs of various learners. This paper explores the situation, practice, and problems of Special Education Teachers (TGTs) in providing differentiated instruction to the learners with SLD in the inclusive government schools in Delhi. Quantitative data were collected with the help of the mixed-method research design as a structured questionnaire should be given to special education teachers, and qualitative data were obtained using semi-structured interviews to examine their professional experiences and instructional practices. The results indicate that as much as the concept of differentiated instruction is universally recognized as a fundamental component of inclusive education, the application of differentiated instruction is limited by systemic, instructional, as well as socio-cultural obstacles. Some of the systemic constraints are overcrowded classes, lack of teaching-learning materials and inadequate policy and institutional support. Professional training is a problem of pedagogical issues because it is not an efficient way to develop and apply the Individualized Education Plans (IEPs), and the problem of developing curriculum and assessment practice. The second hindrance of effective inclusion and instructional adaptation is socio-cultural barriers such as parental denial, the stigma of learning disabilities, lack of peer acceptance, and school environments marked by examination-focused orientation. The research states that differentiated instruction is essential to facilitating equitable learning through allowing students with SLD to be active participants in the educational processes as opposed to receiving accommodations. The results highlight professional development as a specific and focused activity, institutional reinforcement, and joint work of educators, parents, and policymakers. This study fills the gap between the policy of inclusion education and its practice in classrooms providing context-specific empirical evidence of inclusive schools in Delhi and providing practical suggestions on how to enhance inclusive instructional practices in resource-restricted learning environments.