European Journal of Special Education Research
ISSN: 2501 - 2428
ISSN-L: 2501 - 2428
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 4 │ 2017
doi: 10.5281/zenodo.1208726
RELEVANCE OF DIFFERENTIATED INSTRUCTION
IN SPECIAL EDUCATION FOR ANXIETY AFFECTED LEARNERS:
A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND
SOME STRATEGIES
Intakhab Alam Khan1i,
Fariha Asif2
Dr., King Abdulaziz University,
1
Jeddah, Saudi Arabia
King Abdulaziz University,
2
Jeddah, Saudi Arabia
Abstract:
Students fail to attain conceived aims and objectives for a multiple reasons. In a given
situation, their failure can be directly attributed to ineffectiveness of teaching. Some
students might be affected by some psychological or behavioural issues which may
become more crucial in due course of time if instruction is not designed to assist special
learners in the area of their difficulties. Anxiety is perhaps the most important factor
that may affect the learning as a process. Anxiety may be of different reasons. Learning
anxiety may be related to general anxiety which becomes a serious issue if not dealt
properly in time. Differentiated instruction (DI) is a designed strategy based on
differentiation philosophy to handle the problem faced by diverse/special learners: able,
disable or especially able ones . DI gives all the diverse students the opportunity to
learn the same curriculum; however, how each student learns is tailored dependent on
students individual learning needs. This includes inclusive education students and
special education students. This paper studies relevance of differentiation technique for
learners having anxiety. This paper addresses some of the teaching techniques,
strategies and practices deemed critical in the given context of modern time.
Keywords: differentiated instruction, anxiety, inclusive education, diverse students,
strategies
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
123
Intakhab Alam Khan, Fariha Asif
RELEVANCE OF DIFFERENTIATED INSTRUCTION IN SPECIAL EDUCATION FOR ANXIETY AFFECTED
LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
1. Introduction
Practitioners usually face issues and difficulties in the classrooms especially when they
deal with special learners (with disabilities). They need to make extensive
accommodations to their instruction. It has been noticed that learners with disabilities
present very unique learning needs. Therefore, it becomes important to identify if
learners have something in common in learning styles and characteristics, retention and
retrieval related issues, strategy anxiety type, levels and many other special learning
issues. It is not impossible if carefully designing instruction of target areas and sub
areas. By differentiating instruction in terms of coverage and pace of syllabus, and
utility of newly introduced material.
Dunn & Griggs (1990) researched on the characteristics of learning and for the
study, he chose racial and ethnic groups, and concluded that different learning styles
can be proved to be extremely good basis for dealing with special learners. Meeting the
goal of diverse learner groups and corresponding teaching-learning strategies will
make all the difference. As it is well said by Smorenberg (2014), We all learn in a
differently and at varied pace, therefore a teacher finds it extremely difficult to deal with
individual learning problem of each and every learner.
(http://dailyedventures.com/index.php/2014/10/16/robin-smorenberg/)
1.1. Special education
The ministry of Education (Kenya) defined (2009) special education as the kind of
education that offers compatible adjustment in curriculum, delivery, methods of
instruction, teaching resources and learning environment etc.
1.1.1. Special Learning Needs
Learners are considered special if they are unable to pursue the prescribed curriculum
for children of their age. Following impairment/handicap categories are related to the
children with special educational needs: hearing, visual Impairment, physical , mental
handicap, mal-adjustment and learning Difficulties. Hearing impairments is generally
characterized by deafness; visual limitations such as blindness. In addition to these,
there are many other types and categories such as emotional/behavioral disorders,
autism, specific learning disabilities or multiple disorder/disabilities. In some specific
scenario, talented and bright students are also considered as special/exceptional
children.
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
1.2. Anxiety disorder: the root concept
Dwight et al (2012, p.1) defined anxiety as
mental and physiological phenomena
characterizing an individual’s perception of worry over a future unwanted event or actual
situation.
Webster s dictionary defines anxiety as state of uneasiness and apprehension, as
about future uncertainties . Anxiety may be rightly considered as a feeling uncertainty,
and fear resulting from the anticipation of future, but fanciful alarming event, causing
physical impairment/disorder and behavioural activities.
1.3 Differentiation defined
Differentiation is basically an outcome of the philosophy that postulates the concept
that teaching or instruction can be done by offering different opportunities to diverse
learners to acquire the learning material (content), designing techniques and evolving
differentiated strategies to ultimately facilitate all the students who fall under special
group.
1.3.1. Importance of Differentiated instruction
In a given context of multiple disabilities, diverse learning background and special
education case, DI will be of greater significance in order to cater to the needs. It has
been contended by Chapman & King (2005) via Differentiated assessment strategies
when he focused on the idea that one tool doesn t fit all. Therefore, different techniques
are needed for different kinds of learning needs. Mitchell (2010) also defended the
concept of imparting the type of Education that fits. This will enable the instructor to
yield maximum results to meet the objectives conceived prior to the learning process.
2. Review of Literature
"The biggest mistake in teaching in the past has been considered as treating all the learners as the
same, thus feeling justified in teaching them in the same way." (Howard Gardner, 1994)
Different children have different issues and learning styles, therefore, one has to apply
specific technique to make a specific learner study and attain objectives. Carbo, Dunn &
Dunn (1986) investigated teaching students in accordance with their learning styles, and
eventually found this technique quite useful.
2.1 Disabilities vs Difficulties
There is no single definition of the terms 'learning difficulty' and 'learning disability'.
The context is perhaps quite important in making a definition and making it
operational. Difficulty may be related to a hurdle or an obstacle while disability is
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
something that incapacitates. In other words, Disability may be permanent which
difficulties may be removed. In this connection, ‛aker, Kame enui, & Simmons
are of the opinion that most learning difficulties are the effect of differences in certain
inborn and environmental factors: memory, knowledge, vocabulary knowledge and
coding of language. On the other hand, Mann & Brady, (1988) contended that many
disabled students encounter problems and challenges in remembering.
A. Anxiety Disorder and Types
There are many types of anxiety disorders, however four most common ones are: panic
disorder, social phobia, generalized anxiety, social phobia and compulsive disorder.
Each type has different attributes which affect individuals in many ways.
B. Disorders VS Strategies
Once students are diagnosed with disorders in general and special disorders in
particular, there becomes a need to evolve a combating strategy to sort out existing
problem to the extent it is possible for the pedagogues. Differentiated instruction may
be one of them.
2.1.1. Differentiated Instruction: A fruitful strategy for diverse learners
As mentioned earlier that Differentiated instruction is basically a philosophy that leads
to teaching strategy. According to Tomlinson (cited by Ellis, Gable, Greg, & Rock, 2008,
p. 32), Differentiated instruction is a process that offers opportunities which students grab and
learn. All these three aspects of what, how and in what ways are related to three dimensions of
different instruction: readiness level, interests, and preferred mode of learning . The concept of
Differentiation stems from beliefs about differences among learners. ‚nderson,
.
Fountas & Pinnell (2001) found that most primary teachers differentiate reading
instruction through guided reading.
2.1.2 Conditions for differentiation
A. Readiness
It is initial interest and sheer the capacity to learn new learning materials. A good task
for a student's readiness level utilizes student's previous knowledge in order to check
the starting point. And, if there is any gap, the instructor is supposed to fill in to take a
student out of their comfort level. There are many ways to use differentiation technique
to ensure readiness among the special learners. Following are some examples of
readiness among learners that a differentiation instructor may take into account:
Use various books and online resources on a particular subject;
Give the option to do an extension activity beyond the curriculum;
Give tiered home assignments based on different difficulties;
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RELEVANCE OF DIFFERENTIATED INSTRUCTION IN SPECIAL EDUCATION FOR ANXIETY AFFECTED
LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
Use a graphic organizer to show the progress if any.
B. Interest
It is somewhat a desire that a student shows towards learning a material to pursuing a
course/program of study. DI can create and retain the interest level of the diverse
learners. The idea of differentiating through interest is to "hook" a student on an area of
study to keep their interest, which typically increases on task behavior and improves
performance/achievement.
Following are some ideas to create and maintain interest among learners
according to Tomlinson (2001):
Use the Jigsaw technique;
Apply "real life" situation;
Create a website;
Write a song, and try to perform;
Take a photo, or draw a picture;
Write a story, poem or nonfiction piece;
Build a model or display;
Ensure group and cooperative learning;
Use Literature to read, understand and discuss interesting topics.
2.1.3. DI: Content, Process and Products
Following suggestions were offered regarding the selection of content by Tomlinson
(2001).
Content
Audio / Video
One can use
Audio/Video
as a way to
expand the
knowledge of
gifted learners
by integrating
technology.
Cornell
Notes
It is
beneficial
for visual
learners
which
assists in
note
taking
difficult.
Curriculum
Compacting
The contents
can be
"compacted"
for those who
have mastery of
the material to
enhance
activities such
as independent
study for
knowledge
expansion.
Highlighted
Material
Provides
material with
highlighting
main points
which can
reduce the
time and
stress.
Learners can
focus on the
main points of
the content.
Mini-lessons
Re-teaching
parts of a
lesson to
those
students who
struggled
with the
content will
target those
who face
some issues.
Varying
Texts
Using
various texts,
or
supplemental
texts of
different
levels. Web
resource can
also be
relevant.
Vocabulary
Lists
Struggling
students can be
overwhelmed
by new
vocabulary.
Providing a list,
or a fill in the
blank, allows
the student to
focus on the
words.
Source: (Tomlinson, 2001)
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RELEVANCE OF DIFFERENTIATED INSTRUCTION IN SPECIAL EDUCATION FOR ANXIETY AFFECTED
LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
A. Process
Process is the mean for students to interpret the content and ideas that are outlined in
the curriculum. Each student needs time to think about new material and make sense of
it.
Activities - The activity portion of a lesson allows time for the students to make sense of
the information that has been presented. Providing time to complete an activity allows
the student to process and internalize the information. It is important to ensure that the
activity is meaningful and is promoting new learning at an appropriate level for the
students. This means it should match a student's readiness level. The activity portion of
a lesson is a great time to tap into different learning styles.
Group Work - Talking and interacting with peers allows information to be processed and
can tap into higher learning as the discussion progresses.
The following in a list of strategies to focus on processing in the classroom as
suggested by Carol Ann Tomlinson (2001):
Creative problem solving
Cubing
Graphic Organizers
Interest Groups
Jigsaw
Labs
Learning Logs
Literature Circles
Making Models
Role Play
Philosophical Chairs
Think-Pair-Share
B. Product
Product is the assignment that shows what the student learned over the course of a
unit. In order to attain the aim related to the product of differentiation following are
some tips offered by Tomlinson (2001)
Build a power-point or webpage;
Conduct an experiment;
Create a game/ a model;
Draw a cartoon;
Give a speech;
Make a brochure/a photo collage/ a poster;
Write a newspaper story/an essay/ journal entries/ song or poem.
2.1.4. Traditional treatment of students with disabilities
Traditional teaching methods are often ineffective in a special class simply because of
the reason that the learners need special treatment while the teachers employ
generalized approach of teaching.
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
2.1.5. Multiple Intelligences: A solution to minimise anxiety disorder
Howard Gardner s interest in brain function and the potential of the mind, led to his
theory of multiple intelligences, which revolutionized the way educators look at
learning. His theory challenged the way that intelligence was perceived by those who
considered IQ to be the measurement standard. Gardner s theory broadened the scope
by which intelligence was measured. By measuring the IQs, one can integrate
appropriate syllabus, evolve suitable strategy and reach closer to the learners as per
their mental level. Many techniques can be developed based on intelligence theories.
2.2. Differentiation Strategies and Techniques for Special Needs Students
Differentiated instructors need to differentiate teaching techniques to deal with special
students. In this process, assessment is a key factor.
2.2.1 Assessments
Assessment is an integral part of a differentiated classroom in order to see if the content
delivery is good and process of instruction is in accordance with the need of diverse
learners. The instruction can create a rubric as a tool of assessment. In addition,
performance can be assessed in indirect ways by incorporating activities related to
posters making, models, performances, and drawings/charts/pictures etc.
2.2.2 Assistive Technology
Silver-Pacuilla (2007) worked on assistive technology and its uses, and found it
extremely important. Nowadays, thinking anything without Technology may not be
effective. Utilisation of computers, screen readers, voice related software, videos, CDs
can help many special need students.
2.2.3 Collaborative Activities
It has recently been studied that students being diverse learners can learn in different
under the supervision of instructors and in collaboration with peers. Collaboration is a
skill that must be implemented in a differentiated class. It helps learners to answer
some basic questions in a proposed collaborative activity based classroom. However,
the teacher has to monitor the collaborated group to ensure proper functioning.
2.2.4. Graphic Organizers
Some students are not good organizers. Therefore, organizing ability always poses
challenges to the students with special needs. Disabled students are often considered as
visual learners who are good at responding to graphic and visual presentations. It can
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
be a very effective learning strategy. Some items and learning tools can facilitate special
learning such as concept maps, diagrams, charts, Story Maps etc.
2.2.5. Peer Tutoring
Peer tutoring has emerged as a novel approach of solving out learning issues in a very
friendly manner. It leads to self-learning strategy. Students with special needs can
mutually tutor or assist instantly whenever they face difficulties in learning. Peer
tutoring can also create study tools, editing written assignments through collaborative
activities. (https://sites.google.com/site/lrtsas/differentiation/differentiation-techniquesfor-special-education)
2.3. Implementing Differentiated Instructional Strategies
With a purpose of extending help and assistance to each individual student maximize
his learning potential and capacity special teachers should try differentiated instruction
strategies which are based on diverse learners
background. These educational
techniques adjust and incorporate each student s learning style, readiness, and other
essential requirements such as learning profiles or learning styles. The ultimate aim of
differentiation is to engage all the students in the learning process by assigning tasks
in accordance with the principles.
Following are some of important DI strategies:
2.3.1. Flexible Grouping
This is one of the methods of teaching that allows students to work in groups with
peers who are diverse learners. In order to make this method a success, teachers must
conduct continuous assessment, and group them to master required skills.
2.3.2 Learning Centers
Learning centers are places which contains different kinds of materials which may be
found appropriate for students to practice skills on their own. Humans are naturally
flexible, and with a little adjustment, they can explore effective style to differentiate
teaching or learning to accomplish prescribed educational tasks. Teachers can design
centers with different levels of difficulties in different subjects.
2.3.3. Tiered Assignments
As Differentiated instruction focuses on diverse learners or different ability learners, it
is suggested that Tiered assignments can cater to the need of individual needs. The
activities are grouped and tiered in accordance with the students readiness level and
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
skill that they need to acquire. Tiered activities can be designed for small groups or
individuals.
3. Specific strategies for anxiety affected learners
There can be many strategies which can be suitably employed to deal with anxiety
related issues, and lessen the learners burden for better outcomes. Following are some
pertinent ones.
3.1. Relaxation techniques
3.2. Cognitive self-control
This model was developed by Cassady (2010). It focuses on the self-power to combat
anxiety:
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RELEVANCE OF DIFFERENTIATED INSTRUCTION IN SPECIAL EDUCATION FOR ANXIETY AFFECTED
LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
3.3 Reinforcement technique
Reinforcement or motivation is very crucial in learning. Students in a country like India
are socially as well as personally reinforced for different reasons. Such reinforcements
factors can cause anxiety as well as reduce because it gives a healthy feeling the
education is not a simple achievement. As a result, students feel relaxed at a point
despite the fact that they live alongside anxiety which could be a mixed pleasure.
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
4. Conclusions and suggestions
4.1. Conclusions
It has been found that learners can t be of same mental level, interest, readiness,
backgrounds. Therefore, the pedagogues and instructors are supposed to utilize the
concept of differentiated instruction in order to cater to the needs of diverse learners
and students suffering from some kinds of disabilities. Zeichner (1992) has concluded
about successful teaching approaches for diverse populations. In addition, Corley (2005)
studied Differentiated instruction s role in the process of adjusting to the needs of all
learners. DI can be implemented in the case exceptional children also because they are
superior to their counterparts, and needs special attention. However, it is felt that the
teachers need to be trained in special education strategies for effective use and
maximum results.
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
4.2. Suggestions for further studies
An empirical study is needed especially in the Indian context where such researches are
not very common in general education context.
About the authors
Dr Intakhab Alam Khan, an internationally acclaimed educationist and trainer, is
currently associated with King Abdulaziz University, Jeddah-Saudi Arabia. He has
almost 25 years of experience in teaching/training/research at various universities. An
author of a dozen of academic and research books, and around 65 papers in different
international online and print journals, Dr Khan has taught medical/health/business
English in Saudi Arabia. His presentations at international conferences have already
been published in ISI indexed proceedings. He is honorary chief editor/associate
editor/asst. editor of many online educational journals published worldwide.
Mrs Fariha Asif
Fariha Asif is a teacher trainer, certified mentor, researcher, presenter and an English
Language lecturer at King Abdulaziz University, Saudi Arabia. She has published many
articles/papers in different journals. She has also presented many papers in different
international conferences of repute. She has been honored with many awards including
one-year Leadership Mentoring Program by TESOL Arabia 2017. She is conference
ambassador for TACON 2017. She also has the honor to meet Mr. Noam Chomsky,
father of modern linguistics in the Congress of Linguists held at Geneva, Switzerland.
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
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LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES
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