An Investigation of Teachers’ Attitudes and Beliefs towards Differentiated Instruction for Students with Disabilities

Abstract

This study aimed to examine the attitudes and beliefs of teachers towards differentiated instruction for students with disabilities, assess the level of support required for its effective implementation, and explore factors influencing these attitudes. A descriptive research design was employed, and data were collected using an adapted version of the Attitudes towards Differentiated Instruction Scale (ADIS) originally developed by Letzel, Pozas, and Schneider (2020). The modified instrument consisted of 31 items. The findings revealed that teachers demonstrated moderately positive attitudes towards differentiated instruction, with overall mean scores indicating a neutral to slightly favorable stance. While respondents acknowledged the importance of addressing diverse learning needs, some misconceptions persisted, such as the belief that all students learn similarly. Teachers also reported concerns regarding time constraints and challenges in individualizing instruction. Analysis across the domains of content, process, and product showed moderate agreement, with some variability in responses, indicating differences in perceptions and experiences among teachers. Furthermore, no significant gender-based differences were found in teachers’ attitudes and beliefs. The study highlights the need for targeted professional development, institutional support, and collaborative practices to enhance the effective implementation of differentiated instruction. Addressing practical challenges and promoting evidence-based strategies can strengthen teachers’ capacity to meet the diverse needs of students with disabilities and improve inclusive classroom practices.