Addressing learner diversity in Ghanaian classrooms using the theory and practice of Differentiated Instruction (DI) and Inclusive Education: Potentials, challenges, and practical applications

Abstract

Learners in a typical class are highly diverse. As a result, instructors often struggle to address learner variability by using one-size-fits-all curriculum and approaches. This results in segregation and high forms of marginalisation of some students, especially those who fail to conform to the usual standards. This editorial critically evaluates the theory and the practice of Differentiated Instruction (DI) and Inclusive Education (IE) from the lens of an international and contextual perspective in addressing learner variability in Ghanaian classrooms. It highlights the possibilities, challenges, and practices of Differentiated Instruction and Inclusive Educational practices in relation to learner diversity in Ghanaian classroom contexts and suggests a possible evidence-based framework of Differentiated Instruction and Inclusive Education in practice. It contends that every learner is important and, as such, educational practices, especially instruction in Ghanaian classrooms, must find ways of deploying strategies in Differentiated Instruction and Inclusive Education in addressing learner diversities.