Analysis of differentiating practices of mainstream teachers and special needs teachers
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Abstract
For teachers, it is not an easy task how to effectively teach and develop students with different interests, from different cultural backgrounds, speaking different languages, with different experiences of the world, and with different skill levels within a group of students. In addition to special educational needs, the heterogeneity of pupils is further coloured by low socio-cultural backgrounds, but let us not forget pupils of average ability (but with different learning styles) or even gifted pupils. The literature notes a number of teaching practices related to differentiation, which are methods for dealing with student heterogeneity. However, research suggests that differentiation as a practice has not yet become universal, with some teachers feeling overwhelmed when differentiating (Reis, McCoach, Little, Muller, Kaniskan, 2011), some complaining that their training did not prepare them to use differentiation effectively (Idol, 2006), and some who simply do not understand the point of differentiation. The study compares the differentiation practices of mainstream teachers and special needs teachers. We seek to find out whether there is a difference between the differentiation strategies used by teachers and special educators in our sample.
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