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The success of inclusion lies in the hands of the classroom teacher who must plan for the success of diverse learners. The present study, aims to investigate the effectiveness of Differentiating Instruction based on Learning Stations/Centers in improving the Academic Achievement of Upper Primary Pupils with and without Learning Disabilities in an Inclusive set up. Differentiation of instruction becomes a key strategy for achieving new roles and relationships in the classroom. It may be conceptualized as a teacher’s response to the diverse learning needs of a student.  In the present context, the Investigator adopted Learning Stations/Centers as a Differentiating Pedagogical mechanism with a view to differentiating instruction so that students may rotate each station and try each activity  or students may be assigned to specific stations to meet specific needs. The study is Experimental in nature. It was conducted on a total sample of 234 students from three schools and the design of the study was per-test—post-test non-equivalent group design. Suitable tools and statistical techniques were employed. The study exposed that the experimental group showed improvement in Academic Achievement. The study also showed that the Pupils with Learning Disabilities in the class showed enhancement in the Academic Achievement, which reveals that the Differentiating Instruction based on Learning Stations/Centers is advantageous for disabled categories as well as for non-disabled pupils.

Dr. Susmitha P. S.
Assistant Professor
SNM Training College

Prof. Dr. Celine Pereira
The Director
School of Pedagogical Sciences
Mahatma Gandhi University