Creating inclusive classrooms in primary and secondary schools: From noticing to differentiated practices. Vrije Universiteit Brussel Hasselt University
Differentiated instruction is advocated as a means to create inclusive classrooms. The hypothesis guiding this study is that teachers’ ability to notice inclusive teaching practices and to reason about it are connected to their differentiated practices. Two instruments are adopted to measure this: the e-PIC videography tool, that maps teachers’ professional vision, and the DI-Quest, that measures self-reported differentiated practices. ...