Differentiated instruction for students with special educational needs in mainstream classrooms: Contextual features and types of curriculum modifications

Abstract

This qualitative study explores what contributes to the development of differentiated instruction (DI) through the use of curriculum modifications for the inclusion of students with special educational needs (SEN) in three primary Singaporean schools. Data were collected through semi-structured interviews, descriptive observations, lesson plans and focus groups. Five teachers, six allied educators, and two learning support teachers (n = 13) participated in this research focusing on five students as “cases” for the professionals to provide individualized examples. Participants often provided restricted understandings about DI as an ability driven approach, which mainly requires modifications in the content of teaching based on staff perceptions of student readiness. However, undifferentiated learning objectives and assessment methods were commonly used. The participants described an overreliance on the use of instructional modifications and lack of curricular and alternative modifications, which they deemed as inadequate and unfair for the students. The findings indicate resounding evidence that contextual constraints, such as class size, a common standardized curriculum and national exams constitute critical impediments that affect the types of curriculum modifications used. The participants proposed an “exams-free” pedagogy to enhance diversity in modifications. The research implies a need to consider the contextual features that impact upon the quality of learner-centred instruction internationally.