Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan
1
Issued Date
2022-07-01
Resource Type
ISSN
25150731
eISSN
2515074X
Scopus ID
2-s2.0-85141168106
Journal Title
Australasian Journal of Special and Inclusive Education
Volume
46
Issue
1
Start Page
88
End Page
100
Rights Holder(s)
SCOPUS
Bibliographic Citation
Australasian Journal of Special and Inclusive Education Vol.46 No.1 (2022) , 88-100
Suggested Citation
Dema D., Klibthong S., Srisurakul T. Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan. Australasian Journal of Special and Inclusive Education Vol.46 No.1 (2022) , 88-100. 100. doi:10.1017/jsi.2022.4 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/86983
Title
Exploring Bhutanese Teachers’ Perceptions of Differentiated Instruction in Inclusive Schools in Bhutan
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
Differentiated instruction (DI) is an inclusive teaching approach that recognises and values student differences. Teachers teaching in inclusive schools practise DI to accommodate students with special educational needs and disabilities. However, no research has yet been conducted to explore teachers’ perceptions of DI in Bhutan. The purpose of this quantitative study is to explore teachers’ perceptions of DI and the differences in their perceptions based on demographic variables. Data were collected via an online survey from 185 teachers in 19 inclusive schools and were analysed using descriptive and inferential statistics. The results indicated that the majority of teachers had favourable perceptions of DI. No significant perceptual differences were found on qualifications and teaching experiences. However, special education teachers’ perceptions of DI were significantly higher than general education teachers (M = 4.14, SD = .37), (M = 3.89, SD = .41), respectively, t(183) = 4.194, p = .000, and trained teachers’ perceptions of DI were also found to be significantly higher than untrained teachers (M = 4.09, SD = .39), (M = 3.81, SD = .40), respectively, t(183) = 4.090, p = .000. The implications of the research findings are discussed with recommendations for further research in this area.