RELEVANCE OF DIFFERENTIATED INSTRUCTION IN SPECIAL EDUCATION FOR ANXIETY AFFECTED LEARNERS: A THEORETICAL ANALYSIS OF LEARNING PROBLEMS AND SOME STRATEGIES

Intakhab Alam Khan, Fariha Asif

Abstract


Students fail to attain conceived aims and objectives for a multiple reasons. In a given situation, their failure can be directly attributed to ineffectiveness of teaching. Some students might be affected by some psychological or behavioural issues which may become more crucial in due course of time if instruction is not designed to assist special learners in the area of their difficulties. Anxiety is perhaps the most important factor that may affect the learning as a process. Anxiety may be of different reasons. Learning anxiety may be related to general anxiety which becomes a serious issue if not dealt properly in time. Differentiated instruction (DI) is a designed strategy based on differentiation philosophy to handle the problem faced by diverse/special learners: able, disable or especially ‘able ones’. DI gives all the diverse students the opportunity to learn the same curriculum; however, how each student learns is tailored dependent on students’ individual learning needs. This includes inclusive education students and special education students. This paper studies relevance of differentiation technique for learners having anxiety. This paper addresses some of the teaching techniques, strategies and practices deemed critical in the given context of modern time.

 

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differentiated instruction, anxiety, inclusive education, diverse students, strategies

References


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DOI: http://dx.doi.org/10.46827/ejse.v0i0.1522

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