Teachers’ Perceptions on Curriculum Differentiation for Students with Special Needs: Does Variation in Teachers Demographic Attributes Matter?

Abstract

The current study examines primary school teachers’ perceptions of curriculum differentiation (hereinafter CD) for students with special needs in South Ethiopia. Grounded on Tomlinson’s model of differentiated instruction, a study employed concurrent explanatory (QUAN→ qual) design. Randomly selected 471 teachers responded to survey questionnaires, and 14 participated in interviews. Descriptive and inferential statistics and narrations were utilized to analyze data. Results indicated that primary school teachers’ familiarity with the general concepts of CD closely matched the theories. Also, they have high perceptions specific to CD  elements ranking from highest to lowest: lesson planning, assessment, content, student interest, product, and process. However, the qualitative results expressed the teachers’ general and technical understanding gaps of the CD elements. Additionally, no significant variations were measured in teachers’ perceptions based on their educational qualifications and fields of study. This implies teachers who are qualified with diplomas, degrees, and master’s and trained in language, mathematics, natural sciences, and social sciences have close perceptions. Comparisons among their work experiences, except for the student interest element, teachers grouped with various work experiences have nearly the same perception of the remaining elements. It could mean that the teacher’s work  experience in this study mattered less to their perceptions of CD.