Please use this identifier to cite or link to this item:
Inclusive education
Differentiated instruction
Students with disabilities
Curriculum modifications
Issue Date: 
Office of Education Research, National Institute of Education, Singapore
Lim, L., & Strogilos, V. (2020). Differentiation as a means to inclusion (DIMI) (Report No. OER 12/16 VS). National Institute of Education (Singapore), Office of Education Research.
This research on differentiated instruction (DI) for students with special educational needs and disabilities (SEND) is timely and significant in light of the current emphasis within the field of inclusive education (IE) to identify the most effective and promising teaching strategies to cater to diverse learners within mainstream classrooms. Differentiation has gained international attention as an approach associated with responsive teaching, and as an approach for the development of inclusive learning environments. In this study, we consider inclusive learning environments as those in which the use of teaching methods is based on flexibility and variety, and responds adequately to the students’ readiness, interests and learning profiles (Tomlinson, 2017). To this end, it is important to investigate the factors that affect the understanding and use of DI by teachers as well as the factors that influence the inclusion or exclusion of specific types of modification. According to Janney and Snell (2013), modifications may be curricular, instructional or alternative. Curricular modifications refer to what is being taught (i.e., content), instructional modifications pertain to alterations of the way instruction takes place (i.e., method, activities), and alternative adaptations involve altered goals, instruction and activities.
Note: Restricted to NIE Staff.
Project number: 
OER 12/16 VS
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
File Availability: 
With file
Appears in Collections:OER - Reports

Files in This Item:
File Description SizeFormat 
  Restricted Access
966.93 kBAdobe PDFView/Open
Show full item record

Page view(s) 50

checked on Mar 17, 2023


checked on Mar 17, 2023

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.