Fostering inclusive teaching competences: Concrete practice-oriented suggestions for teachers to deal with diverse learning groups in inclusive settings
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In: British Journal of Special Education, 27.03.2025.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Fostering inclusive teaching competences
T2 - Concrete practice-oriented suggestions for teachers to deal with diverse learning groups in inclusive settings
AU - Letzel-Alt, Verena
AU - Pozas, Marcela
N1 - Publisher Copyright: © 2025 The Author(s). British Journal of Special Education published by John Wiley & Sons Ltd on behalf of National Association for Special Educational Needs.
PY - 2025/3/27
Y1 - 2025/3/27
N2 - Diverse learning groups in schools are a reality. In inclusive classrooms, teachers have to deal with diverse demands and therefore must adjust their teaching to the individual needs of every learner. Even though many teachers agree that the implementation of inclusive education is necessary as well as beneficial, at the same time many teachers in school practice do not feel ready or adequately prepared to deal with heterogeneous learning groups. Thus, there is a demand for concrete practices that help to realise inclusive teaching and learning that allows everyone to succeed. This contribution provides concrete practice-oriented suggestions of differentiated teaching practices that can be implemented by teachers in order to teach inclusively. In this article, the concept of differentiated instruction is clearly defined. A comprehensive overview of possible differentiation variants is also presented, and the practical suggestions are discussed in light of the increasing impact of digitisation.
AB - Diverse learning groups in schools are a reality. In inclusive classrooms, teachers have to deal with diverse demands and therefore must adjust their teaching to the individual needs of every learner. Even though many teachers agree that the implementation of inclusive education is necessary as well as beneficial, at the same time many teachers in school practice do not feel ready or adequately prepared to deal with heterogeneous learning groups. Thus, there is a demand for concrete practices that help to realise inclusive teaching and learning that allows everyone to succeed. This contribution provides concrete practice-oriented suggestions of differentiated teaching practices that can be implemented by teachers in order to teach inclusively. In this article, the concept of differentiated instruction is clearly defined. A comprehensive overview of possible differentiation variants is also presented, and the practical suggestions are discussed in light of the increasing impact of digitisation.
KW - differentiated instruction
KW - diversity
KW - inclusive education
KW - inclusive teaching competences
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=105001687003&partnerID=8YFLogxK
U2 - 10.1111/1467-8578.70014
DO - 10.1111/1467-8578.70014
M3 - Journal articles
AN - SCOPUS:105001687003
JO - British Journal of Special Education
JF - British Journal of Special Education
SN - 0952-3383
ER -