Differentiation and Grouping Practices as a Response to Heterogeneity - Teachers' Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms

Katharina-Theresa Lindner; Lena Nusser; Karin Gehrer; Susanne Schwab

doi:10.3389/fpsyg.2021.676482

Differentiation and Grouping Practices as a Response to Heterogeneity - Teachers' Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms

Front Psychol. 2021 Sep 10:12:676482. doi: 10.3389/fpsyg.2021.676482. eCollection 2021.

Authors

Katharina-Theresa Lindner¹, Lena Nusser², Karin Gehrer², Susanne Schwab^{1

3}

Affiliations

¹ Department of Education, University of Vienna, Vienna, Austria.
² Leibniz Institute for Educational Trajectories, Bamberg, Germany.
³ Optentia Research Focus Area, North-West University, Vanderbijlpark, South Africa.

Abstract

Addressing students' individual needs is a crucial component of inclusive teaching. However, empirical evidence comparing practices such as differentiation and grouping strategies within inclusive, regular and special classes is still lacking. The present study contrasts these settings using data from the German National Educational Panel Study (NEPS). Data from 1034 teachers (755 regular, 89 inclusive, 190 special teachers) teaching the subject German in secondary school (grade 5 to grade 8) were used. Results show the highest use of differentiation in special school classes. Teachers' use the majority of grouping practices to a similar extent when comparing the three educational settings. Class size and the number of students with migration background were predictors for teachers' use of differentiation, whereas patterns of grouping strategies were predicted by students' gender and teachers' experience.

Keywords: differentiation; grouping; inclusive education; special education; students’ heterogeneity; teaching practices.