Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale

Abstract

In the province of Quebec, Canada, a trend towards full inclusion has impelled teachers to adapt their instruction to meet the needs of both advanced and weaker learners in regular school settings. The main purpose of the present investigation was to develop and validate the Differentiated Instruction Scale (DIS), which assesses the use of instructional adaptations and academic progress monitoring strategies in general education classrooms. A total of 125 elementary school teachers participated in a cross-sectional study, allowing us to develop and validate the DIS. Overall our results show that the DIS is composed of two factors that are consistent with the predicted constructs (instructional adaptations and academic progress monitoring). Evidence of convergent validity is provided through correlations among DIS' subscales and two criteria: (1) teachers' autonomy support and (2) perceptions of school climate. Results also reveal that teachers tend to use instructional adaptations that do not require much preparation or tailored instruction. The DIS could thus be used in future research to investigate outcomes of differentiated instruction. Moreover, it could provide useful information on optimal strategies for promoting learning in children with different abilities in general education classrooms.

Keywords:

• differentiated instruction
• teaching methods
• mixed-ability classrooms
• elementary school

Acknowledgement

This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada.

Notes on contributors

Amélie Roy is a doctoral student in Educational Administration in the Department of Foundations and Practices in Education at Laval University, Quebec City, Canada. She also received her master's degree in that same program in 2008. Her primary research interests are in the areas of inclusive education, teaching methods, and academic self-concept in elementary school children.

Frederic Guay is a professor in the Department of Foundations and Practices in Education at Laval University. He is the chairholder of the Canada Research Chair on Motivation and Academic Success. The chair is working to identify motivational, academic, and social-contextual factors associated with school success, and to develop interventions aimed at improving students' academic achievement and persistence.

Pierre Valois is a professor in the Department of Foundations and Practices in Education at Laval University. His primary research interests are in the areas of psychological and educational measurement, persistence and motivation in sports and exercises, health behaviour, and planned behavior.