Differentiation Through Choice as an Approach to Enhance Inclusive Practice

Authors

  • Aoife Brennan

Keywords:

Differentiation through Choice, Inclusion, Inclusive Practice, Inclusive Pedagogy

Abstract

Differentiation through choice is a pedagogical approach that can enhance the inclusion of all learners without marking any individual as different. It has shown to be a key component of inclusive pedagogy; however, its use appears to be limited in the Irish context. This paper draws on some results from a doctoral study which supported teacher professional learning for inclusive practice. It offers teachers some practical approaches to developing differentiation through choice, in order to meet the needs of all learners, in particular in the context of the new model of special teaching allocation.

References

Braun, V. and Clarke, V. (2006) Using Thematic Analysis in Psychology. Qualitative Research in Psychology, Vol. 3 (2). pp. 77-101.

Brennan., A. (2017) Exploring the Impact of a Professional Learning Community on Teacher Professional Learning for Inclusive Practice (unpublished EdD thesis), Dublin: DCU, http://doras.dcu.ie/21956/ (accessed 25th November 2018)

Broderick, A., Mehta-Parekh, H. and Reid, D. K. (2005) Differentiating Instruction for Disabled Students in Inclusive Classrooms. Theory into Practice, Vol. 44(3), pp. 194-202.

Cohen, L. Manion, L. and Morrison, K. (2011) Research Methods in Education, (7th ed). Milton Park, Oxon: Routledge.

Davis, P. and Florian, L. (2004) Searching the Literature on Teaching Strategies and Approaches for Pupils with Special Educational Needs: Knowledge Production and Synthesis. Journal of Research in Special Educational Needs, Vol. 4 (3), pp. 142-147.

Department of Education and Skills (DES) (2016) Review of the Pilot of a New Model of Allocating Teaching Resources to Mainstream Schools to Support Pupils with Special Educational Needs. Dublin: DES.

Department of Education and Skills (DES) (2017) Circular 13/17: Circular to the Management Authorities of All Mainstream Primary Schools: Special Education Teaching Allocation. Dublin: DES.

DuFur, S. and Korinek, L. (2010) Listening to Student Voices. The Clearing House, Vol. 83 (1), pp. 16-19.

Florian, L. (2014) Reimagining Special Education: Why New Approaches Are Needed. In L. Florian (Ed.), The Sage Handbook of Special Education (pp.9–22). London: Sage.

Florian, L. and Black-Hawkins, K. (2011) Exploring Inclusive Pedagogy. British Educational Research Journal, Vol. 37 (5), pp. 813-828.

Florian, L. and Spratt, J. (2013) Enacting Inclusion: A Framework for Interrogating Inclusive Practice. European Journal of Special Needs Education, Vol. 28 (2), pp. 119-135.

Flynn, P. (2014) Empowerment and Transformation for Young People with Social, Emotional and Behavioural Difficulties Engaged with Student Voice Research. New Zealand Journal of Educational Studies, Vol. 49 (2), 162.

Forlin, C., Sharma, U., and Loreman, T. (2014) Predictors of Improved Teaching Efficacy Following Basic Training for Inclusion in Hong Kong. International Journal of Inclusive Education, Vol. 18 (7), pp. 718-730.

Kaufeldt, M. (2005) Teachers, Change Your Bait! Brain-Compatible Differentiated Instruction. Wales: Crown House Publishing.

National Council for Curriculum and Assessment (NCCA). (2009). Aistear: The Early Childhood Curriculum Framework. Dublin: NCCA

Norwich. B. and Lewis. A. (2007) How Specialized is Teaching Children with Disabilities and Difficulties? Journal of Curriculum Studies, Vol. 39 (2), pp. 127-150.

Rose, R., Shevlin, M., Winter, E. and O’Raw, P. (2015) Project IRIS–Inclusive Research in Irish Schools. A Longitudinal Study of the Experiences of and Outcomes for Pupils with Special Educational Needs (SEN) in Irish Schools. Trim: National Council for Special Education (NCSE).

Stoll, L., Bolam, R., McMahon, A., Wallace, M. and Thomas, S. (2006) Professional Learning Communities: A Review of the Literature. Journal of Educational Change, Vol. 7 (4), pp. 221-258.

Tomlinson, C. A. (2014) The Differentiated classroom: Responding to the Needs of All Learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Travers, J., Balfe, T., Butler, C., Day, T., Dupont, M., McDaid, R., O’Donnell and Prunty, A. (2010) Addressing the Challenges and Barriers to Inclusion in Irish Schools: Report to Research and Development Committee of the Department of Education and Skills. Drumcondra: St. Patrick’s College.

Downloads

Published

2021-01-25

How to Cite

Brennan, A. (2021). Differentiation Through Choice as an Approach to Enhance Inclusive Practice. REACH: Journal of Inclusive Education in Ireland, 32(1), 11–20. Retrieved from https://www.reachjournal.ie/index.php/reach/article/view/13

Issue

Section

Articles