PLANNING AND APPLICATION OF METHODS IN DIFFERENTIATED INSTRUCTION AND INDIVIDUAL APPROACH TO PUPILS WITH DIFFICULTIES IN PRIMARY SCHOOL

Authors

  • Jasna Kudek Mirošević University of Zagreb, Faculty of Teacher Education
  • Mirjana Radetić Paić Faculty of  Educational Sciences Juraj Dobrila University of Pula

DOI:

https://doi.org/10.17770/sie2021vol3.6238

Keywords:

differentiation of instruction, individualised approach, methods, pupils with difficulties, teachers

Abstract

In an inclusive school teachers are expected to take responsibility for planning the teaching process in which they will apply adequate support (Ahon Adaka, 2013; Tomlinson, 2015). The aim of this research is to determine certain specificities of teachers’ differentiated instruction in their teaching and planning of individualised methods for the successful conduction of activities with pupils with difficulties in lower and higher grades of primary school. The set hypothesis states that there is a statistically significant difference between class teachers and subject teachers of primary schools of the Republic of Croatia (N=410) in the estimation of their own planning and application of methods in differentiated instruction and individualised approach to pupils with difficulties. The nonparametric Mann-Whitney U test was used to test the differences between teachers groups. The results showed that class teachers applied methods relating to pupils’ more successful inclusion in activities and supported their individuality by applying individualised teaching aids more than subject teachers. Such results indicate that differentiated and individualised teaching methods which are most adequate for a certain pupil and which will support their self-activity during primary education are still insufficiently present, even more in higher grades of primary school.

Downloads

Download data is not yet available.

Author Biographies

  • Jasna Kudek Mirošević, University of Zagreb, Faculty of Teacher Education
    JASNA KUDEK MIROŠEVIĆ was born in Zagreb, Croatia and went to the Faculty ofEducation and Rehabilitation Sciences, University of Zagreb, Croatia where she studiedEducational rehabilitation and she graduated in 1990. She worked for a couple of years as ateacher in the primary school, and also as a specialist educational rehabilitator, professionalassociate and adviser. Since 2018 she has been employed at the Faculty of Teacher Education,University of Zagreb, Croatia as associate professor. The interest of her scientific field ispreschool teacher’s and school teacher’s working strategies with children and youth withspecial needs, as well as interest at researching the education of children with special needsemphasis on developing the quality of educational inclusion. In this regard, the area of herinterest and activities are focused on encouraging forms of support and adjustment of theapproach to learning and teaching, evaluation and socialization of children and students withspecial needs in the regular education system.
  • Mirjana Radetić Paić, Faculty of  Educational Sciences Juraj Dobrila University of Pula
    MIRJANA RADETIĆ PAIĆ was born in Zagreb, Croatia. She graduated in 1994 at theFaculty of Special Education of the University of Zagreb. She won her master's degree in2002 and her doctorate in 2009 at the Faculty of Education and Rehabilitation Sciences of theUniversity of Zagreb.  From 1994 to 2007 she worked at the Social Welfare Centre in Pula,Croatia. She was an external associate of the Counselling Centre for Children, Young People,Marriage and Family of the Town of Pula, Croatia and at the Department of Teachers andEducators' Education of the Juraj Dobrila University of Pula, Croatia. Since 2007 she hasbeen employed at the Faculty of Educational Sciences of the University Juraj Dobrila in Pula,Croatia. She also teaches at the Faculty of Informatics, at the Department of Natural andHealth Science and at Postgraduate university (doctoral) study of the University Juraj Dobrilain Pula, Croatia. She is an external associate and lecturer at the University of Primorska,Faculty of Education, Kopar, Slovenia. She has been publishing scientific papers (54) andbooks (10). She has taken part into many international scientific and specialist conferences,projects and educations concerning children and youth with disabilities at the broadest sense.

References

Ahon Adaka, T. (2013). Preparing Teachers for Inclusion: Models and Strategies. In M. Chitiyo, L. Aylward, E. Dalton, G. Prater, G. Chitiyo, A. Hughes (Eds.), The Bridge from Segregation to Inclusion. A Long Journey (9–10). Proceedings for the Thirteenth Biennial Conference of the International Association of Special Education Vancouver, British Columbia, Canada.

Bondie, R.S., Dahnke, C., & Zusho, A. (2019). How Does Changing “One-Size-Fits-All” to Differentiated Instruction Affect Teaching? Review of Research in Education, 43(1), 336–362. DOI: https://doi.org/10.3102/0091732X18821130

Buli-Holmberg, J. (2008). Teachers role in Inclusive education. In H. Bjørnstud, & S. Nilsen, (Eds.), Adapted Education – intension and school development. Oslo: Gyldendal Akademisk.

Buli-Holmberg, J., & Jeyaprathaban, S. (2016). Effective practice in inclusive and special needs education. International journal of special education, 31(1), 119–134.

Conderman, G., & Johnston-Rodriguez, S. (2009). Beginning teachers’ views of their collaborative roles. Preventing School Failure, 53, 235-242.

Grimes, K.J., & Stevens, D.D. (2009). Glass, bug, mud. Phi Delta Kappan, 90(9), 677–680.

Jenkins, J., Schiller, E., Blackorby, J., Thayer, S., & Tilly, W. (2013). Responsiveness to intervention in reading: Architecture and practices. Learning Disability Quarterly, 36(1), 36–46.

Kudek Mirošević, J., & Bukvić, Z. (2017). Differences in the provision of individualised educational support to students in different grades. Hrvatska revija za rehabilitacijska istraživanja, 53 (Supplement), 265–277.

Obiakor, F.E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012). Making inclusion work in general education classrooms. Education and Treatment of Children, 35(3), 477–490.

Rock, M.L., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31–47.

Schleicher, A. (2016). Teaching Excellence Through Professional Learning and Policy Reform: Lessons from Around the World. Paris: International Summit on the Teaching Profession; OECD Publishing.

Scruggs, T.E., Mastropieri, M.A., & Marshak, L. (2012). Peer-mediated instruction in inclusive secondary social studies learning: Direct and indirect learning effects. Learning Disabilities Research & Practice, 27(1), 12–20. DOI: https://doi.org/10.1111/j.1540-5826.2011.00346.x

Smale-Jacobse, A.E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated Instruction in Secondary Education: A Systematic Review of Research Evidence. Frontiers in psychology, 10, 2366. DOI: https://doi.org/10.3389/fpsyg.2019.02366

Subban, P. (2006). Differentiated instruction: A research basis. International Education Journal, 7(7), 935–947.

Thousand, J.S., Villa, R.A., & Nevin, A.I. (2007). Differentiating instruction: Collaborative planning and teaching for universally designed learning. Thousand Oaks, CA: Corwin Press.

Tomlinson, C.A. (2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. Washington, D.C.: ERIC Clearinghouse on Elementary and Early Childhood Education.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.) Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C.A. (2004). Fulfilling the promise of the differentiated classroom: Tools and strategies for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Tomlinson, C.A. (2015). Teaching for Excellence in Academically Diverse Classrooms. Society 52(3), 203–209.

Tomlinson, C.A., & Allan, S.D. (2000). Leadership for differentiating schools & classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.

Van Casteren, W., Bendig-Jacobs, J., Wartenbergh-Cras, F., Van Essen, M., & Kurver, B. (2017). Differentiëren en Differentiatievaardigheden in Het Voortgezet Onderwijs. Nijmegen: Research Ned.

Downloads

Published

2021-05-28

How to Cite

Kudek Mirošević, J., & Radetić Paić, M. (2021). PLANNING AND APPLICATION OF METHODS IN DIFFERENTIATED INSTRUCTION AND INDIVIDUAL APPROACH TO PUPILS WITH DIFFICULTIES IN PRIMARY SCHOOL. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference, 3, 108-118. https://doi.org/10.17770/sie2021vol3.6238