Exploring differentiation and its consequent in-service needs in a mainstream school

Abstract

This research study sought specifically to explore the teaching strategies adopted by the teachers in a particular school in order to ensure curriculum access to all students. Focus was given to group work and assessment procedures and an analysis was undertaken on the extent these procedures reflected a differentiated teaching approach. The research study also sought to explore the planning procedures adopted by the teachers within their various departments. Data was collected through questionnaires. All teachers in the school were asked to participate and the response rate was high. The results are therefore representative of this particular school but cannot be generalised to the whole teaching population. It was found that many teachers were taking an individualised role to teaching, and in the future the school will need to adopt policies on aspects such as assessment and differentiated teaching techniques in order to encourage teachers to utilise strategies that reflect a differentiated approach to teaching within a whole school context. In-service training will be required to enable teachers to understand that differentiation is not a prerogative of teachers who teach students with special educational needs, but teaching needs to be differentiated for all learners to ensure successful progress in all areas of the curriculum.