Open AccessMAINSTREAM AND SPECIAL EDUCATION TEACHERS’ IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION
Author(s) -
Mariyam Shareefa,
Rohani Hj Awg Mat Zin,
Nor Zaiham Midwati Abdullah,
Rosmawijah Jawawi,
މަރިޔަމް ޝަރީފާ
Publication year - 2019
Publication title -
international journal of education, psychology and counseling
Language(s) - English
Resource type - Journals
ISSN - 0128-164X
DOI - 10.35631/ijepc.4310022
Subject(s) - mainstream , checklist , mathematics education , significant difference , psychology , school teachers , implementation , rating scale , scale (ratio) , pedagogy , computer science , political science , mathematics , developmental psychology , statistics , law , physics , quantum mechanics , cognitive psychology , programming language
This study examines the difference between mainstream teachers and Special Education Needs (SEN) teachers’ implementation of Differentiated Instruction (DI) in Maldivian schools. A total of 64 teachers (32 mainstream teachers and 32 SEN teachers) were randomly selected, and data were collected using survey (N=64) and classroom observation (N=8). Independent sample t-test was adopted to analyze survey data, while mean scores of the rating scale were used to analyze observation checklist. Findings revealed that there is no significant difference between the two groups of teachers’ implementations. Both mainstream teachers and SEN teachers adopt DI at a very low level. Hence, findings suggest that despite the special training, and the importance of DI to SEN students, SEN teachers did not implement DI at any higher level than mainstream teachers. Therefore, a review of training programs conducted for both mainstream teachers and SEN teachers are found necessary.