Published date: Mar 12 2024

Journal Title: KnE Social Sciences

Issue title: 6th International Conference on Education and Social Science Research (6th ICESRE)

Pages: 75–86

DOI: 10.18502/kss.v9i6.15256

Rufus Olanrewaju Adebisiadeerufus73@gmail.comDepartment of Communication and Behaviour Disorders, Federal College of Education (Special) Oyo, 211212, Nigeria

Calls for effective instructional strategies persist to appropriately address the diverse learning needs of learners through differentiated instruction, despite numerous futile attempts to raise teaching and learning standards globally and with the growing zeal towards equality and diversity of all learners in today’s classrooms. In order to satisfy the aspirations and requirements of every learner, this presentation will explain the meaning, justification, legislation, and principles of equality and diversity. It will also provide guidance to educators and other stakeholders on utilizing differentiated instructions to promote equality in educational environments. The presentation explores various frameworks, as evident in the literature and global surveys, unanimously acknowledging that each learner learns differently. This recognition gave rise to the theory of differentiated instruction, which considers individual learner differences in modifying the type of content delivered, the assessments conducted, the sequence of content delivery, and/or various other learner characteristics. In order to promote equality among all different types of learners, the presentation clarifies the concept of differentiated teaching and offers suggestions for its implementation in inclusive classroom settings. In conclusion, the presentation underscores current equality or inclusive practices and the roles and solutions that differentiated teaching may play in helping all diverse learners across educational environments.

Keywords: equality, diversity, differentiated instruction, learning

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