DIFFERENTIATED INSTRUCTION IN PRACTICE: A CLASSROOM-BASED STUDY OF INCLUSIVE TEACHING STRATEGIES IN SECONDARY EDUCATION

Differentiated instruction has been widely promoted as a key strategy for inclusive education, yet its implementation in real classroom settings remains uneven and often misunderstood. This study investigates how differentiated instruction operates in a secondary school classroom characterized by diverse learner needs, including students with learning difficulties, language barriers, and varied academic abilities. Drawing on classroom observations, lesson artifacts, and student work, the paper examines how teachers adapt content, process, and assessment to support inclusion. The analysis reveals that effective differentiation is less about individualized planning for every student and more about flexible instructional design that anticipates variability. The study proposes a refined understanding of differentiation as a dynamic, responsive practice rather than a fixed set of strategies. The findings contribute to inclusive education research by bridging the gap between theory and classroom reality.