DIFFERENTIATED INSTRUCTION IN INCLUSIVE ENGLISH LANGUAGE CLASSROOMS: SUPPORTING LEARNERS WITH DIVERSE EDUCATIONAL NEEDS

Authors

  • Abduvoidova Gulchehra Rustam qizi PhD student, department of foreign language and literature, Gulistan state university

DOI:

https://doi.org/10.55640/

Keywords:

differentiated instruction, inclusive ELT, diverse educational needs, special educational needs, universal design for learning, CEFR, formative assessment, scaffolding, tiered tasks, culturally responsive teaching.

Abstract

This article investigates the design, implementation, and outcomes of differentiated instruction (DI) strategies in inclusive English language teaching (ELT) classrooms. Following IMRAD structure, the study reviews existing empirical literature, synthesizes key findings from international research bodies, and presents a framework for applying differentiation to content, process, product, and learning environment. The research draws on evidence from UNESCO, OECD, the British Council, and seminal scholars including Tomlinson, Hattie, Vygotsky, and Krashen to argue that differentiated instruction is not an optional enhancement but the methodological core of equitable ELT practice. The article identifies five learner diversity dimensions — linguistic proficiency, learning style, cognitive profile, cultural background, and disability status — and maps specific DI strategies to each. Results affirm that when applied systematically, DI significantly improves academic engagement, language output quality, and learner self-efficacy across all student populations, including those with special educational needs (SEN).

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References

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Published

2026-03-13

Issue

Vol. 5 No. 03 (2026): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

DIFFERENTIATED INSTRUCTION IN INCLUSIVE ENGLISH LANGUAGE CLASSROOMS: SUPPORTING LEARNERS WITH DIVERSE EDUCATIONAL NEEDS. (2026). Journal of Multidisciplinary Sciences and Innovations, 5(03), 657-667. https://doi.org/10.55640/

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