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This study aims to investigate the awareness and understanding of special education teachers regarding differentiated instruction (DI) to accommodate diverse learners. The research explores the awareness levels based on gender and qualifications. Utilizing the Differentiated Instruction Scale (DIS), the study surveyed 201 special education teachers in Punjab through online means. Descriptive and inferential statistics were employed for analysis. Results indicate a balanced distribution of gender and a majority holding master's degrees. The approach is grounded in a Vygotsky (1962) socio-cultural theory of learning emphasizes on learners specific context that is triggered through social interaction. The study identified no significant gender-based differences in awareness, and qualification-based distinctions were negligible. The teachers demonstrated varying levels of proficiency in DI strategies, with high awareness in providing additional support and planning alternative tasks. However, moderate awareness was observed in areas like using student data for decision-making and adapting evaluation methods. The findings suggest that while special education teachers possess substantial awareness of DI, further training may enhance their ability to address diverse student needs effectively.
Rashid et al. (Wed,) studied this question.