Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jonah J. Eleweke

Abstract

Secondary general education teachers often face many challenges when differentiating instruction to meet the learning needs of students with significant disabilities (SD) in an inclusive secondary general education classroom. A qualitative case study that included eight general education teachers from different content areas in southwest state in the US was used to investigate the general education teachers’ perception of the challenges they face when differentiating instruction to meet the learning needs of students with SD in an inclusive secondary general education classroom. Tomlinson’s differentiated instruction (DI) model serve as the conceptual framework for this study, which emphasizes maximizing learning for all students by modifying the curricula, instructional materials, and learning activities. Data collected through one-to-one telephone interviews were analyzed using thematic coding and analysis. When asked about their experiences and perceptions of implementing DI, the teachers agreed that DI was beneficial to students with SD and stated that they implemented DI in their classrooms. However, the teachers revealed that they had insufficient knowledge of the abilities and strengths of students with SD, insufficient knowledge of DI strategies, lack of time to adapt teaching methods and materials, and lack of professional development (PD) trainings to implement DI. The teachers reflected that PD training was needed to enhance their abilities to effectively implement DI. Based on the findings of the study, a 3 full-day program was developed to provide teachers with the supports they need. The program may support positive social change by providing secondary general education teachers with skills to effectively implement DI to increase the achievement levels of students with SD.

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