Exploring the Experiences of the Teachers Using Differentiated Instruction Strategies in Inclusive Classroom in Abu Dhabi
List of Authors
Benjamin C. Siy Jr., Ma. Fatima C. Capistrano
Keyword
Differentiated Instruction, Inclusive Classrooms, Teacher Experiences, Special Educational Needs (SEN)
Abstract
This study explored the lived experiences of teachers implementing differentiated instruction strategies in inclusive classrooms at Al Qeyam Charter School in Abu Dhabi. Employing a phenomenological research design, the study aimed to capture teachers’ personal narratives as they adapted instructional approaches to meet the diverse learning needs of students, including those with special educational needs (SEN). Five teachers were purposively selected based on their experience in inclusive settings. Data were gathered through semi-structured interviews, reflective discussions, and optional classroom observations to uncover insights into the implementation of differentiated instruction in a multicultural environment. Findings revealed that teachers utilized various strategies, such as scaffolding, flexible grouping, individualized education plans (IEPs), tiered assignments, project-based learning, and Applied Behavior Analysis (ABA) for students with autism and learning disabilities. Teachers also emphasized the use of visual aids, chunking, and differentiated questioning techniques to support students’ varying abilities and language proficiencies. Continuous assessment and instructional adjustments were deemed essential for effective differentiation. Despite these practices, challenges such as time constraints, classroom complexity, and limited resources were prominent. Teachers expressed a strong need for professional development and institutional support to sustain differentiated instruction. As a key outcome, the researcher developed the FATIMA’S GUIDE Framework (Framework for Advancing Tailored Instruction and Maximizing Adaptability), offering a strategic, practical guide for differentiated instruction. This research contributes to the growing literature on inclusive education and provides valuable implications for teachers, school leaders, and policymakers committed to enhancing equitable and adaptive learning environments in diverse educational settings.