Differentiated Instructional Strategies for Special Needs Students with Learning Difficulties in Mathematics

Abstract

This paper aims at identifying the effectiveness of differentiated instructional strategies implemented for special needs students who have problems learning mathematics. The study employed a quantitative research design, administering a self-developed questionnaire to 250 teachers through simple random sampling. We collected data both physically and online, and analyzed responses using descriptive and inferential statistics in SPSS. Findings suggested that there is immense support for the differentiated strategies among teachers, such as visual aids, hands-on activities, peer-assisted learning, and individualized feedback, as they enhance mathematical understanding in students with learning difficulties. Teachers credited technology-based tools and tailored instruction for increasing student engagement and assisting students' improvement in problem-solving skills. This study concluded that experience, designation, and place of posting immensely affect teachers' perceptions of these strategies, whereas gender and educational qualifications do not make a difference. The findings of the above study raise awareness of the diversified needs of different learners and stress the importance of continuous professional development for the implementation of differentiated instruction.