Perceptions of Primary School Teachers Regarding the Implementation of Differentiated Instruction to Students with Learning Difficulties

The main purpose of this paper is to investigate the perceptions primary school teachers all specialties in Dodecanese (Greece) regarding implementation differentiated instructional strategies support students with learning difficulties classroom. research was conducted through quantitative approach using an anonymous electronic questionnaire on a sample 174 Dodecanese, during period from February 13, 2021 April 28, 2021. As for «content differentiation», strategy most frequently used by selection crucial assignments underachieving difficulties. «process often adjust pace instruction each student’s needs Regarding «product offer extra difficulties, who have difficulty finishing activities. In terms «assessment give more time complete tasks or exams, while, «learning environment», commonly make conscious effort ensure that engage consistently and fairly class.