DIFFERENTIATED INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES IN NIGERIAN SCHOOLS: A CASE STUDY.

DIFFERENTIATED INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES IN NIGERIAN SCHOOLS: A CASE STUDY.

ABSTRACT

This case study explores the implementation and impact of differentiated instruction as an inclusive educational approach for students with learning disabilities in Nigerian schools. With a growing emphasis on providing tailored learning experiences to meet the diverse needs of learners, differentiated instruction holds promise for addressing the unique challenges faced by students with learning disabilities. However, Nigeria’s educational landscape presents distinct challenges, including resource constraints and varying levels of teacher training. Using a mixed-methods research design, incorporating surveys, interviews, and classroom observations, this study collects comprehensive data from a purposively selected sample of schools across diverse regions in Nigeria. It delves into the experiences of students with learning disabilities, their parents, teachers, and school administrators, focusing on the effectiveness of differentiated instruction in promoting academic growth and fostering positive learning environment. The positive impact of differentiated instruction on the educational experience of students with learning disabilities. Benefits include increased engagement, improved self-efficacy, and enhanced academic progress. Key components of successful differentiation include flexible instructional strategies, ongoing assessment, and a collaborative approach involving parents, teachers, and specialized educators. However, challenges persist, including the need for targeted professional development for educators, resource limitations, and the necessity for robust policy frameworks to support differentiated instruction. Additionally, cultural perceptions and awareness can influence the effectiveness of these strategies in Nigerian schools. this case study offers practical recommendations to strengthen the implementation of differentiated instruction for students with learning disabilities in Nigerian schools. These recommendations encompass targeted teacher training programs, increased resource allocation, and community engagement initiatives. Moreover, the study underscores the importance of fostering a culture of inclusivity and understanding towards students with learning disabilities within the broader educational community. By shedding light on effective differentiated instruction within the Nigerian educational context, this case study contributes to a growing body of knowledge on inclusive practices. It provides insights that can inform policy decisions, teacher training programs, and resource allocation strategies aimed at creating a more inclusive and equitable educational environment for students with learning disabilities in Nigeria.

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