This study integrates research about differentiation and individualisation in inclusive
education since the UN Convention on the Rights of Persons with Disabilities in 2006 …

Following an embedded sequential explanatory mixed-method research design in which
quantitative and qualitative data were merged, this paper examines teachers' experiences of …

This paper presents findings from a systematic review to identify how differentiated
instruction (DI) is used in Australian mainstream schools. The literature identified a scarcity …

Given the increasing diversity of the student body, teachers are called to appropriately
address students' various learning needs by means of differentiated instruction (DI) …

Providing differentiated instruction (DI) is considered an important but complex teaching skill
which many teachers have not mastered and feel unprepared for. In order to design …

The interrelationship between UDL and DI has long been a topic of debate. This empirical
study of pre-service teachers has been carried out to explore underlying beliefs and …

Differentiated instruction (DI) addresses academic diversity in order to maximise learning.
Although it is theorised as both a philosophy and as a praxis of teaching, it is rarely …

Applying the 'theory of planned behaviour'to teachers' actions in the classroom, it can be
assumed that teachers' positive attitudes towards inclusive education and high self‐efficacy …

Universal Design for Learning (UDL) holds considerable promise to create inclusive
educational environments. Nevertheless, the most recent theoretical UDL model, which …

This study explores how four teacher teams introduced differentiated instruction into their
practice. It draws on Tomlinson's conceptualisation of differentiated instruction to respond to …