Perceptions of Primary School Teachers Regarding the Implementation of Differentiated Instruction to Students with Learning Difficulties

Autor/inn/en	Papanthymou, Anastasia; Darra, Maria
Titel	Perceptions of Primary School Teachers Regarding the Implementation of Differentiated Instruction to Students with Learning Difficulties
Quelle	In: World Journal of Education, 12 (2022) 5, S.19-39 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Attitudes; Individualized Instruction; Teaching Methods; Testing Accommodations; Inclusion; Learning Problems; Greece + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Inklusion; Lernproblem; Griechenland
Abstract	The main purpose of this paper is to investigate the perceptions of primary school teachers of all specialties in the Dodecanese (Greece) regarding the implementation of differentiated instructional strategies to support students with learning difficulties in the classroom. The research was conducted through quantitative approach using an anonymous electronic questionnaire on a sample of 174 primary school teachers of all specialties in the Dodecanese, during the period from February 13, 2021 to April 28, 2021. As for «content differentiation», the strategy most frequently used by teachers is the selection of the most crucial assignments for underachieving students with learning difficulties. As for «process differentiation», the strategy most often used is to adjust the pace of instruction to each student's needs with learning difficulties. Regarding the «product differentiation», the strategy most used by teachers is to offer extra support to students with learning difficulties, who have difficulty finishing activities. In terms of «assessment differentiation», the strategy most frequently used is to give more time to students with learning difficulties to complete tasks or exams, while, in terms of «learning environment», the strategy most commonly used by teachers is to make a conscious effort to ensure that students engage consistently and fairly in class. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: https://www.sciedu.ca/journal/index.php/wje/index/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01