REVISITING DIFFERENTIATED INSTRUCTION IN INCLUSIVE SCHOOLS: A SYSTEMATIC REVIEW OF TEACHER PRACTICES, CHALLENGES, AND INSTRUCTIONAL SUPPORTS
Kata Kunci:
differentiated learning, inclusive classes, literature review, teacher practice.Abstrak
The implementation of differentiated instruction in inclusive classrooms still faces various challenges, such as teacher readiness, the diversity of student characteristics, time constraints, and suboptimal instructional support. This article aims to review teacher practices, challenges, and instructional support in the implementation of differentiated instruction in inclusive schools through a systematic literature review (SLR). Literature sources were obtained from Google Scholar covering the period 2020–2025. Of the 195 articles identified, 15 were selected based on the discussion themes. The synthesis results indicate that teacher practices involve differentiating content, processes, outcomes, and the learning environment, supported by diagnostic assessments to map students’ learning readiness, interests, and learning profiles. Key challenges include teachers’ readiness to understand student characteristics, time constraints and classroom management, as well as a lack of support and supervision from school principals. The necessary support includes training and workshops, academic supervision, collaboration among educators, and parental involvement. These findings confirm that the success of differentiated instruction in inclusive schools is significantly influenced by the synergy between teacher competencies and support from the school and students’ parents.
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