Teacherenges and Strategies in Implementing Differentiated Instruction in Inclusive Classroomss’ Chall

Abstract

This study aims to explore teachers’ experiences in implementing differentiated instruction in English Language Teaching (ELT) classrooms as part of inclusive education practices. The research employs a qualitative case study approach using thematic analysis to examine data collected from semi-structured interviews with five English teachers in public junior high schools in Kendal. The findings reveal that implementing differentiated instruction in inclusive classrooms is a complex and dynamic process, as teachers face various challenges, including diverse student characteristics, differing proficiency levels, limited instructional time, lack of professional training, and insufficient learning resources. These challenges require teachers to adopt differentiated instruction, flexible teaching strategies, and adaptive classroom management. In addition, collaboration among teachers, school staff, and parents plays a significant role in supporting inclusive practices. The study also highlights the importance of creating a supportive learning environment that promotes respect for diversity, avoids negative comparison among students, and enhances students’ motivation and confidence. Furthermore, assessment practices in inclusive classrooms emphasize equity by considering students’ individual progress rather than applying uniform standards. The findings indicate a gap between the theoretical principles of differentiated instruction and their practical implementation in classroom contexts. Therefore, effective implementation of inclusive ELT requires not only teachers’ pedagogical competence but also strong institutional support, adequate resources, and continuous professional development. It is recommended that future studies involve larger and more diverse samples to enhance generalizability. Further research should also examine differentiated learning in inclusive ELT classrooms.