Abstract:

This study aimed to determine the perceptions of special education teachers regarding the factors making differentiation of instruction difficult. A total of 183 special education teachers, 117 of whom were female and 66 of whom were male, working in various provinces of Türkiye participated in the study. The study was designed with a single survey model, and data were collected with a Personal Information Form and a teacher perception inventory on Factors that Make Differentiating Instruction Difficult. As a result, it was determined that the participants perceived a moderate level of difficulty regarding the factors making differentiation of instruction difficult. In the dimension of Physical Arrangements in the classroom, female participants perceived more difficulties than male participants, and participants working at the primary school level perceived more difficulties than participants working at the high school level. In addition, participants working in special education kindergarten perceived more difficulties than participants working in special education vocational school. Participants who graduated from the Department of Special Education perceived more difficulties in the dimensions of "Harmony and Cooperation with Colleagues" and "Family and Social Environment"; however, they perceived less difficulties in the dimension of "Teacher Training". Participants who had not previously received training on differentiated instruction perceived more difficulties in the "Teacher Training" dimension than participants who had received training on this subject. It is thought that it would be useful to organize in-service trainings on differentiation of instruction for current teachers and to add courses on the subject to the undergraduate curriculum.

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