Differentiated instruction for students with SEN in mainstream classrooms: contextual features and types of curriculum modifications

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