Use of Differentiated Didactic Methods: Impact on Academic Performances of Special Needs Students in an Inclusive Classroom

Abstract

This study examines the impact of using differentiated didactics methods in an inclusive classroom, on special needs student’s academic performances in Secondary schools in Bangem central municipality, South West Region of Cameroon. The context of this study is situated within the broader framework of inclusive education in Cameroon, which aims to provide equal opportunities for all learners, regardless of their abilities or disabilities, towards accessing quality education. Differentiated didactics as a concept refers to the use of tailored instructional strategies and approaches that cater to the unique needs and abilities of individual students in the classroom. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2019), approximately 15% of pupils worldwide have special needs, which possess a significant challenge for teachers and even school administrators, compounded by the fact that students with special needs (SSN) often have lower successes than their peers without special needs (Heward, 2013). This was affirmed by the National Center for Education Statistics in Cameroon (2019) that only 61% of students with disabilities graduate from high school with a regular diploma, compared to 84% of students without disabilities thus, posing the problem statement of this study, which stems from the fact that, despite the importance of differentiated didactic methods, majority of secondary teachers continue to have difficulties adapting their teaching to the specific needs of individual students, particularly SSN. The research question adopted to guide the study is: To what extent can the use of differentiated didactic approaches impact academic performance of special needs students in an inclusive classroom? The explanatory theory of this study is based on Vygotsky's theory of adapted teaching (1978), which posits that teaching should be adapted to individual student’s learning needs to make it effective. The mixed research design was used, that is the qualitative and quantitative research design. A sample of 100 Secondary School teachers were selected using the Simple Random Sampling Technique. Questionnaire and Interview Guide were the main instruments for this study. The results proved that the data analyzed showed a linear significant relationship between the use of differentiated didactic approaches and academic performance of SSN in an inclusive classroom (r = 0.311^xx), implying that using differentiated didactic methods, improve academic performances and particularly those of SSN in an inclusive classroom. The recommendations are that teachers need encouragement, support, resources, seminar and workshop training, to enable them adopt appropriate pedagogical teaching practices and strategies to improve performance of all students, particularly those with SSN in an inclusive classroom, understanding student’s specific learning styles, needs and interests.