Loading...
Differentiated Instruction Utilised in Junior Cycle Lessons and Recommendations to Enhance Inclusive Practices – from Teachers’ Perspective
Authors
Type
Dissertation
Journal Title
Book title
Publication Date
2024
Volume
Issue
Start page
End page
Publication Number of pages
External link
Research Projects
Organizational Units
Journal Issue
Abstract
This dissertation explores the application of differentiated instruction (DI) in Junior Cycle classrooms through a small-scale study, aiming to enhance support for students in heterogeneous learning environments. By reviewing relevant literature and conducting thematic analysis of interviews with five teachers, this research identifies current practices and challenges in implementing DI. Teachers demonstrated a commitment to adapting their strategies to diverse student needs, highlighting the necessity for more support to apply these strategies effectively. The study offers insights into potential improvements and future research directions to foster more inclusive educational practices.
Keywords
differentiated instruction, DI, junior cycle