DIFFERENTIATED INSTRUCTION AND TEACHERS’ PRACTICES IN ADDRESSING DIVERSE SPECIAL LEARNING NEEDS: A QUANTITATIVE STUDY OF A PUBLIC SCHOOL
Keywords:
Special Education, Differentiated Instruction, Diverse Special Learning Needs, Descriptive Method, Inclusive Instructional Plan, Borbon, CebuAbstract
Inclusive education promotes equitable access to quality education and meaningful learning opportunities for all learners, regardless of their abilities, backgrounds, and needs. This study determined the profile of public elementary school teachers in Borbon District, Municipality of Borbon, Cebu, for the school year 2025–2026, the level of their differentiated instruction best practices in teaching diverse special learning needs, and the extent of the challenges they encountered. It further examined the significant relationships between the teachers’ profiles and their best practices, as well as between their best practices and the challenges encountered, as the basis for a proposed Inclusive Instructional Plan. The study employed a descriptive-correlational research design involving 50 respondents, and the questionnaire was adapted from Roy et al. (2013). The data were analyzed using the weighted mean, simple percentage, and the Pearson product-moment correlation coefficient (r). The findings revealed that teachers often practiced differentiated instruction but encountered substantial challenges, particularly inadequate resources, large classes, heavy workloads, and limited professional support. Teachers’ age, gender, educational attainment, and teaching experience had no significant relationship with differentiated instruction practices, while related seminars and trainings showed a significant positive relationship. Differentiated instruction practices also had a significant negative relationship with the challenges encountered. These findings served as the basis for a proposed Inclusive Instructional Plan.
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