Differentiated Instruction: An alternative learning approach for all learners in inclusive setting

DOI

10.2991/ices-18.2019.5How to use a DOI?

Keywords

learning approach; differentiated instruction; learner’s diversity; inclusive setting

Abstract

The presence of diverse learners in an inclusive setting requires teachers to re-examine the teaching and learning practices that have been applied so far. The homogeneity of learners has been replaced by a wide variety, but in many contexts teachers seem to have not adapted the learning methods to follow this trend. The use of a single learning approach ignores the different abilities of learners in learning. This study aims to describe a differentiated instruction approach as an alternative learning approach in inclusive settings. Literature shows that Differentiated Instruction has a philosophy that the learning approach should be varied and tailored to the diversity of learners in the classroom. Based on differences in learning readiness, interests, and learning styles, the teacher differentiates instruction in the content or subject matter, process, product, and evaluation.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Ana Lisdiana
AU  - Achmad Hufad
AU  - Didi Tarsidi
AU  - Imas D. Aprilia
PY  - 2019/07
DA  - 2019/07
TI  - Differentiated Instruction: An alternative learning approach for all learners in inclusive setting
BT  - Proceedings of the 2nd International Conference on Educational Sciences (ICES 2018)
PB  - Atlantis Press
SP  - 19
EP  - 21
SN  - 2352-5398
UR  - https://doi.org/10.2991/ices-18.2019.5
DO  - 10.2991/ices-18.2019.5
ID  - Lisdiana2019/07
ER  -