Naila Huseynova

PROMOTING INCLUSIVE PEDAGOGY: EXPLORING THE EFFECTIVENESS OF DIFFERENTIATED INSTRUCTION IN DIVERSE CLASSROOMS 

Summary. This article investigates the efficacy of differentiated instruction (DI) as a strategy to promote inclusive pedagogical practices in classrooms characterized by student diversity. Recognizing the varied learning styles, interests, and readiness levels within such settings, the article explores how DI can be implemented. This likely involves a discussion of differentiating instruction across content, process, and product in lesson design. The article likely reviews existing research on the effectiveness of DI in promoting academic achievement and engagement among students with diverse backgrounds and abilities. By critically examining the potential and limitations of DI, the article aims to contribute to the ongoing discourse on fostering inclusive learning environments that benefit all students within a classroom.

Keywords: Inclusive pedagogy, differentiated instruction, diverse classrooms, Universal Design for Learning (UDL), learning styles