Taking into account the educational needs of students in an inclusive environment: the role of differentiated teaching

Abstract

The article analyzes two key inclusive pedagogical approaches—universal design for learning (UDL) and differentiated instruction—in the context of creating an accessible and effective educational environment for all students. UDL is defined as a technology for pre-designing content, methods, and means of teaching, taking into account the diversity of students and potential barriers, which ensures the achievement of common learning goals in different ways. Differentiated instruction is characterized as an approach that involves adapting not only the forms and methods of instruction, but also the goals themselves to the individual needs, readiness, and abilities of students. It is emphasized that in differentiated instruction, results may vary for each student, but are always focused on maximum personal progress. It is noted that both approaches are complementary tools of inclusive education, which, when used in combination, enhance the engagement, motivation, and success of all students, including those with special educational needs. In this context, the study pays particular attention to the theoretical foundations of differentiated teaching as one of the effective inclusive pedagogical approaches that ensures the organization of the educational process taking into account the level of preparedness, interests, cognitive styles, and special educational needs of students. The article analyzes the approaches of foreign and Ukrainian scientists to understanding the differentiation of content, process, and product of learning, identifies the key ideas that characterize each of these areas, and outlines the possibilities for their use to improve the effectiveness of learning, engage students in active interaction, and create conditions that will contribute to the formation of an active position of students and ensure that they achieve specific educational goals