The use of differentiated instruction practices has proved to be an effective approach to improving student learning in inclusive settings. In 2015, Ghana adopted differentiated instruction (DI) in its policy on inclusive education to address the diverse educational needs of all children. The use of DI hinges on teachers’ capabilities; however, in Ghana, not much is known about high school teachers’ understanding of the concept of DI and their preparedness to use DI strategies to address the diverse learning needs of students. To address these gaps in the literature, this study used an original questionnaire designed based on the conceptual framework of DI. In total, 204 high school teachers were recruited from 10 high schools that were conveniently selected across three regions in Ghana. Differentiation was rated positively by the participants, and a relationship was found between teacher readiness and teaching strategies. The study concludes with a recommendation for targeted training in DI to enhance inclusive teaching practices in classrooms.
Maxwell Peprah Opoku (Sat,) studied this question.