Professional development for inclusive differentiated teaching practice

Wendy Scott and Fiona Spencer
Queensland University of Technology

Abstract
In this study a survey was developed in order to ascertain the beliefs of teachers in relation to differentiated instruction and inclusive teaching practices for students who experience difficulties with literacy. The survey was administered to 64 teachers in five participating primary schools. Teachers generally held positive beliefs about inclusion and differentiated teaching practice but 8 per cent of respondents reported that all students could not be successful in their classes and 41 per cent of respondents were unsure whether all students could be successful. Not all teachers believed that they could ensure success by adapting the curriculum and around 17 per cent of respondents believed that students with learning difficulties hold back students who are not impaired. All staff had an opportunity to develop a more heightened awareness of their beliefs through provision of feedback and opportunity to discuss responses to the surveys. The beliefs of teachers were addressed in a professional development activity on differentiated instruction, during which teachers were provided with information and given opportunities to reflect on their teaching practices.