ABSTRACT
Meeting students’ special educational needs in mainstream classrooms usually requires that subject matter, learning activities, teaching procedures, resource materials and patterns of classroom organization must be adapted or modified to some extent. This strategy of adapting to students’ needs and abilities to make classrooms more inclusive is known as differentiated instruction (e.g. Kluth and Danaher 2010; Little et al. 2009). In the simplest terms, differentiated instruction can be defined as teaching things differently according to observed differences among learners. In principle, effective differentiation means that the educational needs of children with disabilities, learning difficulties, language differences, and with gifts and talents can all be met in the regular classroom.
