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Teachers remain pivotal to its effectiveness, yet they require sustained support, scaffolding, and training—especially as differentiated practice becomes more demanding in the post-COVID context. This qualitative study investigates teacher perspectives on challenges experienced when implementing differentiated instruction in daily PreK-12 practice and proposes funding, staffing, and ongoing professional learning recommendations.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-perspectives-on-contemporary-challenges-to-differentiated-instruction-a-case-study/603207/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-perspectives-on-contemporary-challenges-to-differentiated-instruction-a-case-study/603207.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of the study on differentiated instruction?","Question",{"text":111,"@type":112},"The study uses a qualitative approach to understand teachers’ perspectives on the challenges they face when practicing differentiated instruction.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Which classroom elements does differentiated instruction include?",{"text":116,"@type":112},"It includes the learning environment, curriculum, assessment, instruction, and classroom leadership and management.",{"name":118,"@type":109,"acceptedAnswer":119},"Why does the post-COVID context increase the difficulty of differentiated instruction?",{"text":120,"@type":112},"The document notes that integrating differentiated instruction into teachers’ professional practice in the post-COVID educational context seems more daunting, requiring additional support and training.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603207,1792095896,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":36},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","TEACHER PERSPECTIVES ON CONTEMPORARY CHALLENGES TO DIFFERENTIATED INSTRUCTION: A CASE STUDY  \nROSELLE C. ARANHA  \nNiagara University, U.S.A.  \nABSTRACT  \nAn inclusive and equitable learning environment is a prerequisite for student success and well-being at school. Differentiated instruction helps to nurture a classroom environment where students feel they are at the center of the learning process. While teachers play a key role in the effectiveness of instruction in a differentiated classroom, they also need support, scaffolding, and training to further their efforts. In the post-COVID educational context, the integration of differentiated instruction into a teacher’s professional practice seems more daunting. The present study is a qualitative exploration to understand teacher perspectives on their challenges in the practice of differentiated instruction. Recommendations from the study include policy implications for the provision of more educational funding for smaller class sizes, additional support personnel, and ongoing professional learning.  \nINTRODUCTION  \nInclusive, equitable, quality education is critical to the United Nations Global Education Agenda 2030. Quality Education for all is the particular focus of the UN Sustainable Development Goal \\# 4 (UNESCO, 2020) . Inclusive education is a fundamental human right of all learners and the foundation on which efforts for high-quality education are sustained and strengthened (Johnson, 2013; UNESCO, 2008) . Formal education systems worldwide and student access to them are invariably shaped by the local culture, educational policies, resources, and economies (Bukodi & Goldthorpe, 2011; Marks, 2013; Boeren, 2019) . These drivers impact the quality of education provided to students. Efforts to understand the barriers to quality education must be studied in a contextual framework against the intricacies of the intersectional threads that weave communities. While the overarching principles that support inclusivity, equity, and quality are generally universal, their translation into practice for effectiveness is intricately complex and diverse.  \nFrom a classroom perspective, inclusivity means that teaching, learning, and evaluation transactions are structured to make each student feel accepted, respected, valued, and holistically invested in the experience. The curriculum offers students opportunities for self-reflection and the discovery of their purpose and calling in the world, while implicitly recognizing student diversity as an asset to be valued (Ministry of Education, Ontario, 2009) . The learning transactions in the curriculum account for differences in students' demographic profiles, skills, competencies, and achievements. New content is introduced to students at their point of readiness. Curricular objectives, activities, and evaluation systems are designed around the learning impact for the student rather than pre-set teacher criteria (Grift, 2020; Hattie, 2009; Polka et al., 2016) . Knowledge acquired in such a classroom is generative, transferable, relevant, and applicable (Grift & Satchwell, 2007; Perkins & Blythe, 1994). When students discover that they can apply their academic knowledge to real-life situations and challenges, a sense of empowerment and self-efficacy develops within each individual. There is a paradigm shift as learning that was predominantly focused on rote memorization to get through a test moves into the realm of agency and ownership (Grosner, 2021; Tomlinson, 2023) . Student-centered teaching is synonymous with differentiated instruction. This study explores the delicate nuances and perspectives on the complexities concerning greater integration of differentiated  \nEducational Planning | Spring 2025 145 Vol. 32, No. 2  \ninstruction as experienced by PreK-12 teachers in their daily practice. The notion of differentiated instruction scaffolds the theoretical framework for the study. The practical challenges faced by PreK-12 teachers within th","cbCaibJLl8IHwAsP","https://ap.wps.com/l/cbCaibJLl8IHwAsP","pdf",353769,16,"English","# Abstract\n# Introduction\n# Understanding Differentiated Instruction\n## Differentiated instruction elements\n## Theoretical foundations","[{\"question\":\"What is the purpose of the study on differentiated instruction?\",\"answer\":\"The study uses a qualitative approach to understand teachers’ perspectives on the challenges they face when practicing differentiated instruction.\"},{\"question\":\"Which classroom elements does differentiated instruction include?\",\"answer\":\"It includes the learning environment, curriculum, assessment, instruction, and classroom leadership and management.\"},{\"question\":\"Why does the post-COVID context increase the difficulty of differentiated instruction?\",\"answer\":\"The document notes that integrating differentiated instruction into teachers’ professional practice in the post-COVID educational context seems more daunting, requiring additional support and training.\"}]","TEACHER PERSPECTIVES ON CONTEMPORARY CHALLENGES TO DIFFERENTIATED INSTRUCTION - A CASE STUDY | PDF"]