Differentiated instruction and learning motivation among students with special needs in inclusive education settings

Abstract

Purpose: to examine the effect of differentiated instruction on the learning motivation of students with special educational needs in inclusive education settings.

Method: this study used a quantitative survey design involving 150 students with special educational needs in inclusive schools in Semarang, Indonesia. Data were collected via questionnaires and analyzed using Pearson correlation and simple linear regression.

Findings: differentiated instruction has a positive, significant effect on students’ learning motivation. The implementation of adaptive and flexible teaching strategies was found to enhance students’ engagement, confidence, and willingness to participate in the learning process.

Implications: these findings highlight the importance of implementing differentiated instruction to address diverse learning needs and enhance students’ motivation in inclusive classrooms. This approach supports the development of more adaptive and effective teaching practices in inclusive education.

Originality: empirically integrating differentiated instruction with self-determination theory in the context of inclusive education, thereby linking instructional strategies to the psychological aspects of learning motivation in children with special needs.