Differentiated instruction to support students with dyslexia in Singapore : the mediating role of self-efficacy on teachers' attitudes towards inclusion

To support an increasing number of students with Special Educational Needs (SEN) in mainstream schools, it is important for teachers to differentiate their instruction to meet the varied needs of students. This study examined the current levels of use of differentiated instruction and academic progress monitoring practices among 98 Primary School English Language (EL) teachers in Singapore (81% female, average of 16.1 years in service) to support students with dyslexia in their classroom. It also explores teachers’ existing attitudes towards inclusion, self-efficacy for inclusive practices, and perceptions of student diversity. The study also examined if teachers’ attitudes, self-efficacy, and perceptions of student diversity can predict their use of differentiated instruction and academic progress monitoring practices, and the mediating role of teachers’ self-efficacy for inclusive practices. Results indicated that teachers’ self-efficacy significantly predicted their differentiated instruction and academic progress monitoring practices. Teachers’ perceptions of student diversity significantly predicted their differentiated instruction practices and marginally predicted academic progress monitoring practices. However, teachers’ attitudes towards inclusion did not predict both differentiated instruction and academic progress monitoring practices. Teachers’ self-efficacy for inclusive practices fully mediated the relationship between teachers’ attitudes towards inclusion and their differentiated instruction practices. Findings from this study add to our understanding on the influence of various teacher factors on teachers’ inclusive practices in the classroom and highlights the importance of building teachers’ self-efficacy for inclusive practices. Limitations, possible future research, and implications of the results were discussed.