IMPACT OF DIFFERENTIATED INSTRUCTION 2
Topic Statement
Inclusive classrooms have become commonplace in today’s educational landscape.
Classrooms designed to create a welcoming, safe, and engaging environments for all students to
feel at peace and have a connection to the space and to each other. Much of the careful thought
put into this process hinges on the teacher’s knowledge of the students in the class, particularly
those who struggle with learning, or have other disabilities. Instruction in these classrooms
follow much the same thought process. Differentiated instruction (DI) and other methods of
inclusive learning are structured to reach those students that have learning challenges (Katz et al.,
2021). Much research has been done to study the effects of differentiated instruction on
academic achievement of those students with learning challenges, but much less has been done
to measure the effectiveness of DI for students without learning disabilities, or those who are
academically gifted.
While teachers often struggle to balance the planning and instruction of lessons in an
inclusive classroom, one group may often be left to self-regulated learning, those who are
academically gifted (Freedberg et al., 2019). With the increasing pressure to see all students
performing at a satisfactory level, oftentimes those without challenges are left to learn on their
own, or even to help those who are struggling, rather than receiving direct instruction from their
teachers. Teachers often struggle to adapt curriculum to the multiple levels of readiness often
seen in inclusive classrooms, meaning those who understand the material are left bored and
unengaged while students with difficulties are given additional time and instruction to complete
the same task (Nusser & Gehrer, 2020). More research needs to be done to determine just how
students without learning challenges are affected by the design and differentiated learning of the
inclusive classroom.
IMPACT OF DIFFERENTIATED INSTRUCTION 3
Practices, Policies, or Procedures that Relate to the Topic
With the ever increasing diversity found in America’s classrooms, there is greater need
for differentiation in learning at all levels of the educational system. Students who cannot speak
the language, understand the customs, and perhaps have serious gaps in their school attendance
create challenges for teachers in inclusive classrooms. As this diversity brings new cultures and
greater appreciation for other people groups, with this too comes challenges to meet the needs of
every student in the classroom, based on their individual levels of readiness (Katz et al, 2021).
The need for differentiated instruction has never been greater than in today’s classroom, but
there is still no evidence that this instruction is beneficial for all students in the room. Much has
been done to protect the students with learning challenges, but very little has been shown as
beneficial for those who are academically gifted (Freedberg et al., 2019).
Importance of the Topic
While there has been extensive documentation of the need for differentiated instruction in
diverse inclusive classrooms, much of the documentation points to a lack of training and
resources as reasons for poor implementation of the processes involved (Lindner & Schwab,
2020). With this acknowledgement of poor implementation, the question of student success
becomes a focal issue. Standardized methods of testing are used to measure the academic
growth of the students, offering little insight into how the students have achieved their success,
whether through well-taught lessons or through independent, self-guided learning (Pozas et al,
2020). Students of all ages and walks of life are being educated in inclusive classrooms. It is
very important to know how this process is carried out and if the instruction is effective. More
can be done to help teachers be effective and engaging in the classroom.
IMPACT OF DIFFERENTIATED INSTRUCTION 4
Steps Taken to Address the Topic
Since the 1960s in the United States, inclusive education has become a focus of educators
and government leaders alike. With the passage of the Education for All Handicapped Children
Act in 1974, followed by the Individuals with Disabilities Education Act in 1990 and subsequent
updates to these pieces of legislation, all students entitled to a free public education in the least
restrictive environment possible (Kim et al., 2019). While this is absolutely the correct course of
action, the training of teachers and paraprofessionals does not seem to have kept up with the
demand for inclusive practices of education in the classroom. New methods of instruction have
been introduced, including the Three Block Method, which have been successful for students
with learning challenges, provided that the teachers are adequately trained (Katz et al.,2021).
Most schools have implemented some form of inclusionary practices in classrooms, both
in the United States and abroad. This implementation however, does not come with a standard
set of guidelines for implementation, creating challenges for teachers and families alike (Nusser
& Gehrer, 2020). While different universities are taking steps to ensure that inclusivity and
differentiated instruction are included in the undergraduate training of new teachers, more is
needed in the way of professional development to equip teachers with better tools and
methodologies to support all students, not just those with learning challenges (Carballo et al.,
2021).
Biblical Worldview
For many educators, teaching is not a just a job, it is a calling. Just as it is written in
scripture, from Ephesians 4:11, “And he gave some, apostles; and some, prophets; and some,
evangelists; and some, pastors and teachers;” (ESV Bible, 2001). While not all teachers look at
IMPACT OF DIFFERENTIATED INSTRUCTION 5
the career of teaching from this perspective, it has certainly been the case for me. I do not take
the charge of caring for my students lightly. James 3:1 reminds me that I will be held to account
for how I have cared for my students (ESV Bible, 2001). This includes those with learning
challenges and those without them. God created all mankind, each with their own challenges
and abilities, and by loving them and giving them the very best opportunities to learn in my
classroom, I not only honor Him, but show them that He has a plan for their lives as well. Every
child deserves an equal chance at an education, just like they deserve to be loved and cared for
by those who have charge over them. Proverbs 22:6 was not written just for parents, but for
teachers and anyone who has an opportunity to pour Christ into the life of a child:
“TrainGupGaGchildGin the way he should go; even when he is old he will not depart from it.” (ESV
Bible, 2001).
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